KANSAS 

Rural- School Bulletin 

1922 




LORRAINE ELIZABETH WOOSTER 

State Superintendent of 
Public Instruction 



The Call 

Let's answer every forward call 

That leads to better teaching; 

Let's strive anew for what is best - 
And save the child that's naost opprest — 

Our gain is in the teaching. 



y 



Our first duty is to the children of our state. 



PRINTEU BY KANSAS STATE PRINTING PLANT 

B. P. WALKER, STATE PRINTER 
TOPEKA. 1922 

9-3737 



BE THE BEST WHATEVER YOU ARE. 

If you can't be a pine on the top of a hill 
Be a scrub in the valley — but be 
The best little scrub by the side of the rill; 
Be a bush if you can't be a tree. 

If you can't be a bush be a bit of grass, 
Some highway some happier make. 
If you can't be a muskie then just be a bass, 
But the livehest bass in the lake! 

We can't all be captains, we've got to be crew, 
There's something for all of us here. 
There's big work to do and there's lesser to do, 
And the task we must do is the near. 

If you can't be a highway then just be a trail. 
If you can't be the sun be a star ; 
It isn't by size that you win or fail; 
Be the best whatever you are. 

— Mallach. 



TAKE HEART. 

Why court the shadows, friends. 
And grope in gloom and fear? 

Take heart; look always upward, 
Where the sun is beaming clear. 

We were not meant to languish, 
And yield to dark despair; 

The cloudy days are sent 
To make us prize the fair. 

— Ad. H. Gibson. 



THE TEACHER. 

"How shall we add to earthly beauty?" 

An angel asked one day. 
"By teaching man it is his duty 

To smooth his neighbor's way. 

"To teach mankind the art of living 

Is doing heaven's will; 
It would be well if more were giving 

To that their time and skill. 

" 'Tis true, if judged by earthly measure, 

They toil for little pay, 
And very few their hours of leisure, 

If faithful on the way. 

"When conscious that they know their mission, 

And do their labor right. 
It gives to life a rich fruition 

And makes the dark seem light." 

The angel smiled, and said with laughter: 

"I'm going with a crown." 
A host of angels started after. 

And quickly followed down. 

They placed the crown, with richest blessing. 

Upon the teacher's brow; 
If she is onward, upward pressing, 

She wears it, even now. 

—B. W. Allsworth. 



To my mind true greatness has but two attributes 
— the ability to achieve for the good of mankind and 
the desire to achieve for the love of mankind. — Mrs. 
Arthur Capper. 



KANSAS,. 

Rural-School Bulletin 

1922 



^'Law and order is an important command 
of our Creator" 



LORRAINE ELIZABETH WOOSTER 

State Superintendent of 
Public Instruction 



"AD ASTRA PER ASPERA" 

"To the stars through difficulties," the motto of Kansas, is 
not only historic, but suggestive of a fact that will be true 
forever, that the conquest of difficulties is the way to moral 
as well as political success. 



Our first duty is to the children of our state. 




PRINTED BY KANSAS STATE PRINTING PLANT 

B. P. WALKER, STATE PRINTER 

TOPEKA. 1922 

9-3737 



state Superintendent of Public Instruction. 

SUPERINTENDENTS OF PUBLIC INSTRUCTION. 
1858-1922. \_0«w^. 



TERRITORIAL SUPERINTENDENTS. * ' [ '- '^ 

James H. NotewarEj March, 1858, to December, 1858. 
Samuel Wiley Greek, December, 1858, to January, 1861. 
John C. Douglass, January, 1861, and February, 1861. 

STATE SUPERINTENDENTS. 

William Riley Griffith, February, 1861, to February, 1862. 

Simeon M. Thorp, March, 1862, to January, 1863. 

Isaac T. Goodnow, January, 1863, to January, 1867. 

Peter McVicae, January, 1867, to January, 1871. 

Hugh Db France McCarty, January, 1871, to January, 1875. 

John Eraser, January, 1875, to January, 1877. 

Allen Borsely Lemmon, January, 1877, to January, 1881. 

Henry Clay Speer, January, 1881, to January, 1885. 

Joseph Hayden Lawhead, January, 1885, to January, 1889. 

George W. Winans, January, 1889, to January, 1893. 

Henry Newton Gaines, January, 1893, to January, 1895. 

Edmund Stanley, January, 1895, to January, 1897. 

William Stryker, January, 1897, to January, 1899. 

Frank Nelson, January, 1899, to January, 1903. 

Insley L. Dayhoff, January, 1903, to January, 1907. 

Edward T. F.\irchild, January, 1907, to November, 1912. 

W. D. Ross, November, 1912, to January, 1919. 

Lorraine Elizabeth Woostee, January, 1919, . 




MISS LORRAINE ELIZABETH WOOSTER, 
State Superintendent of Public Instruction. 



LiBRARY OF CDW$Kt-SS » 
RECEIVeCJ ' 

SEP26192t 

DOCUMENTS O v 



Kansas Rural-School Bulletin. 




HON. JNO. J. TIGERT, 
United States Commissioner of Education, Washington, D. C. 



6 State Superintendent of Public Instruction. 

TO TEACHERS. 

Teach within the understanding of the child. 

Discriminate between essentials and nonessentials. 

Emphasize essentials. Omit nonessentials. 

Teach pupils to work, study and recite, that the individual may have an^ 
opportunity to act, think, speak, gain power, strength and independence by 
personal effort. 

THE DUTIES OF A TEACHER. 

Be cheerful and happy. Like your work. 

Fit your school to the needs of the pupils. 

Provide for study periods as well as recitations. (The study period is the 
most important.) 

Give individual help to each pupil. 

Provide material for beginners for the first day. 

Provide a great variety of occupation material for beginners. 

Make plans and prepare for each day. 

Be loyal to pupils and patrons. 

Conduct yourself in school and out of school so as to win respect for your- 
self and your profession. 

Stay more than one year in a district unless a change means decided 
advancement. 

Arouse an interest in your school. 

Do your part to cause patrons to appreciate a good school and to aid in 
securing and keeping a good school. 

Comply with your school contract unless honorably released by the school 
board. 

COOPERATE WITH YOUR COUNTY SUPERINTENDENT. 

Read carefully and keep all printed matter and circular letters sent to you 
by your County Superintendent. 

Answer all letters fully and promptly. 

Send daily programs and reports as requested. 

Study the School Laws. 

Be sure you are complying with all the requirements of the Law. 

Make an effort to know the educational policies of your County Superin- 
tendent and State Superintendent. Act in harmony with those policies and 
try to put them into operation. 

Be sure there is kind sympathy and strong cooperation between you and 
your County Superintendent. 

Attend all meetings called by your County Superintendent and go prepared 
to take an active part when called upon. 

GOLDEN RULE. 
"As ye would that men should do unto you do ye even so unto them." 



Kansas Rural-School Bulletin. 



TO SCHOOL BOARDS. 

TEACHER'S CONTRACT. 

Make two copies of the written contract, one for the teacher and the other 
to file with the clerk of the Board. 

See that the provisions of the contract with your teacher are compHed with 
by both the teacher and the Board. 

Employ the best qualified and the most desirable teacher you can secure. 

Any superintendent or teacher using tobacco in any form is violating the 
intent of the Law and the Law. 

See that superintendents, teachers and pupils do not violate the Law. 

SCHOOL TERM. 

Hold an eight-month term. 

Ask aid for weak school districts, if entitled to aid. 

See that the essential subjects are taught and emphasized in your school. 
Omit all nonessentials. 

Provide all necessary supplies and equipment. 

Add at least a few good books to your library each term and select 
them from the Kansas Pupils' Reading Circle list. 

TWENTY DAYS, SIX HOURS EACH, A LEGAL SCHOOL MONTH. 
(See Section 349, School Laws, 1919-1920.) 

"A school month shall consist of four weeks of five days each, of six hours 
per day." This means that twenty days teaching is a legal school month 
and school boards have a legal right to require teachers to instruct twenty 
days of six. hours per day for each school-month's pay. 

Each child of school age is entitled to the full twenty days' instruction for 
six hours per day for each month of school. 

Many children are being cheated of their legal right to attend school 
twenty days of six hours per day for each school month. Kindly see that the 
children in your school district are not cheated of their legal rights. . 

There are too many days asked for as holidays and for teachers to at- 
tend meetings, associations, etc. Many of these vacations and holidays should 
not be asked for by superintendents and teachers, and the days granted for 
necessary reasons should be made up at the close of the school year by con- 
tinuing an extra week or more if necessary to give the children their legal 
twenty days of school. 

COURSE OF STUDY. 

Each schoolroom in the state, both rural and graded schools, must be 
suppHed with a Course of Study. The copy is the property of the School 
District and must be preserved. Kindly see that your school district has the 
Course of Study and that it is cared for in compliance with the Law. 



8 State Superintendent of Public Instruction. 

USE OF SCHOOL HOUSE. 

The schoolhouse cannot legally be used for dancing. See School Laws, 
1919-1920, page 134, section 380. 

Do not permit anything of an immoral or harmful nature to injure or 
weaken your children. 

Urge superintendents, teachers and janitors, to so conduct themselves at 
all times that their example could not be anything other than proper and a 
benefit to children and others. 

Endeavor to have the best school ever held in your district. 

MALICIOUS DESTRUCTION OF PROPERTY. 

Children and other persons should be taught to aid in the care and pro- 
tection of all private and public property. It is the important step toward 
good citizenship. 

[3715] Any person who shall willfully and mahciously destroy, deface, re- 
move or injure the property of another, public or private, when the value of 
the property is under twenty dollars, shall on conviction be deemed guilty of 
a misdemeanor, and punished by fine not less than one dollar nor more than 
one hundred dollars, or by imprisonment in the county jail not to exceed six 
months, or by both such fine and imprisonment. (Laws 1907, ch. 185, sec. 1.) 

[3716] Any person who shall willfully and maliciously destroy, deface, re- 
move or injure the property of another, public or private, when the value of 
the property and when the amount of damage done thereto is twenty dollars 
or more, shall on conviction be deemed guilty of a felony, and be punished by 
imprisonment at hard labor in the penitentiary of the state of Kansas for a 
term not less than one year nor more than five years. (Laws 1907, ch. 185, 
sec. 2.) 

THE MODEL TEACHER 

Realizes that the school exists for the child and not the child for the school. 

Is willing to give the poorest and dullest pupils every opportunity and en- 
couragement to get the most and best they can from their school life. 

Believes in the worth and dignity of teaching. 

Is able to translate all school duties into character. 

Is a school teacher and not a school keeper. 

Realizes that the neglect of moral and religious training is fatal. 

Is a sympathetic student of subjects and pupils. 

Is broader than his schoolroom. 

Is a conscious part of the system. 

Knows definitely the relation his work sustains to the entire system. 

Is able to be a part of the system while removing from the machine as 
much of the mechanical as possible. 

Has sufficient energy, spirit, and personality to follow a general plan with- 
out losing individuality. 

Is consistently subordinate to rightful, rational authority sympathetically 
administered. 

Is conscious of the fact that preparation is as necessary as life itself, and 
vhould continue throughout life. 

Knows that only the good can aid in civilization and advancement. 



Kansas Rural-School Bulletin. 



Report of State Superintendent. 

(Taken from Twenty -second Biennial Report.) 



It is my duty and privilege to submit herein the report of the schools of 
Kansas for the first two years of my service as State Superintendent of Public 
Instruction. 

Kansas is rich in many resources and enterprises, but the educational ac- 
tivities are of greater value to the state than all other activities. 

The constitution of the state of Kansas provided that "The State Superin- 
tendent of Public Instruction shall have general supervision of the educa- 
tional interests of the state." 

It has been my constant endeavor to be of real service in every way pos- 
sible to every educational interest in the state. 

I have made faithful effort to give the rural schools the time and attention 
which justly belong to them. 

When other duties permitted I have given one day each week during the 
school year to personally visit the rural schools, therefore have visited the 
rural schools in many counties, and have also visited a number of city schools. 

I have prepared a booklet on patriotism in compliance with the Law, and 
as soon as it can be printed it will be distributed for use in each schoolroom. 

In compliance with the Law I have prepared a booklet on the evils of to- 
bacco and cigarettes, and this will be sent out for use in each schoolroom as 
soon as it can be printed. - 

All office blanks have been revised to conform with the laws. Where possi- 
ble, blanks have been reduced in size to save paper and cost. All certificates 
have been reduced in size. In many cases the reduction has been one-half or 
one-third of the former size. 

During the two years of 1919 and 1920 the following are some of the duties 
and obligations which as State Superintendent I have met: 

I have personally visited fifty-eight Teachers' County Normal Institutes, 
in compliance with the law; and during 1919 cared for forty-six school bond 
hearings held in twenty-nine different counties. 

I have held four state conferences of County Superintendents, and have 
met the County Superintendents for conference when attending other meet- 
ings. 

Attended the State Teachers' Associations, five in number, attended many 
County Teachers' Associations, Vocational Associations, County School-board 
Conventions, Parent-Teacher Associations, many of the District Women's 
Club meetings, the two State W. C. T. U. meetings, the two State Meetings of 
the Anti-Tobacco and Anti-Cigarette Association, and was a speaker at each. 

Attended the two annual meetings of the National Education Association, 
and for 1920 served as president of the National Council of State Departments 
of Education (the first woman elected president of this organization). 

Attended the two annual meetings of the North-Central Association for 
accrediting Secondary Schools and Colleges, the two annual Regional Vo- 
cational meetings at Chicago, two Federal Educational conferences held at 



10 state Superintendent of Public Instruction. 

Washington, D. C, and two held at Kansas City, Mo., called by the United 
States Commissioner of Education, the National Kindergarten Association 
. held in Topeka, and served on committees and as a speaker at each. Also at- 
tended and spoke at numerous other gatherings, and spoke from the pulpit 
in eleven churches in different parts of the state. 

I am pleased to report that the citizens and parents are taking an active, 
earnest interest in all things tending to improve and strengthen the educa- 
tional work and influence of our schools. 

There is marked evidence of a new interest in educational work, notwith- 
standing the negative influence of influenza and post-war conditions. The 
year 1918-1919 suffered most from the unusual interruptions. Since that time 
school work has been improving and returning to normal conditions. 

There is a growing improvement in enrollment and attendance in our 
schools. 

Communities have met the demand for better salaries by taxing themselves 
liberally. In two years the amount paid for teachers' salaries and super- 
vision has increased $3,477,244.58, or 36%, a good index of a growing public 
interest in education. During this biennial period, the payments for sites, 
buildings, and furniture have increased $670,985.58, or 21.8%, and the value of 
school property has increased $9,973,865, or 27.5%. 

The total population has increased 2.6% in two years; the school popula- 
tion has increased .28%. 

During the same time the value of taxable property has increased only 6.6%, 
with an increase of 16%% in the tax levy. 

THE COST OF EDUCATION IN KANSAS. 

In 1918-19, the total elementary school enrollment was 350,825, and in 
1919-'20, it was 348,154. 

In the high schools of the state there were enrolled during the year 1918-'19, 
53,690 pupils, at an average cost of $62.75 per pupil, which was 146% of the 
cost of each elementary pupil and 129% of the cost of each rural pupil. In 
1919-'20, 58,729 were enrolled in the high schools, at an average cost of $88.65 
per pupil, which was 178% of the cost of each elementary pupil, and 211% of 
the cost of each rural pupil. 

For the two years ending June 30, 1920, in addition to the liberal local 
support given high schools, they received state and Federal aid as follows: 

Normal training $127,198.50 

Industrial training 114,985.50 

Vocational agriculture (Federal) 55,035.50 

Vocational agriculture (State) 65,599.09 

Total $362,818.59 

During the same period, rural schools, through the appropriation for aid 
to weak districts, received state aid to the amount of $24,904.60. 

In other words, during the biennium ending June 30, 1920, more than four- 
teen times as much aid was given to high schools as to rural schools, although 
there were nearly two and one-half times as many pupils in the rural schools 
as in the high schools. 

To illustrate the overemphasis of the high school, or the underemphasis of 



Kansas Rural-School Bulletin. 11 

the elementary school, the reports of the superintendents of twenty-five 
Kansas cities of the second class for the year 1919-1920, are used in the fol- 
lowing comparisons: 

The average cost per pupil, based on total enrollment, was $8 per month 
for the high school and $3.95 per month for the grades. This is a yearly cost 
of $72 per enrolled pupil in the high school, or a total of $288 for the full four 
years' course at the same rate, while the expense of the grades, per enrolled 
pupil, is $35.55, or a total of $284.40, for the full elementary course of eight 
years. To state the matter in another way, it costs $3.60 more per pupil en- 
rolled in the high school to complete four years' work than it costs the grade 
pupil for his full eight years. 

The cost per pupil based on average attendance shows practically the same 
difference of emphasis and interest. On this basis the high-school pupil costs 
$9.44 per month, $84.96 per year, and $339.84 for four years. On the same 
basis, the grade pupil costs $5.33 per month, $47.97 per year, and $383.76 for 
the full eight years — only $43.92 more than the four years' cost of the high- 
school pupil — an average of 61 cents more per month for the seventy-two 
months. 

With the foregoing money comparisons, the work of the two parts of the 
school system must be considered from another angle, in order to estimate the 
effectiveness of the above expenditures. 

More pupils had the elementary work than those who were in the high 
school. Over three and one-third times as many were enrolled in the grades 
as in the high school. The average attendance in the grades was over three 
times the average attendance in the high school. 

Another comparison in favor of the value of the elementary work is the 
average per cent of elementary pupils completing the full eight years — prac- 
tically the same as the per cent of high-school pupils completing the full four 
years. 

We should not value the high school less, but we should value the ele- 
mentary school more. 

EXPENSES IN OUR STATE SCHOOLS. 

The following is a comparison of the expenses required of resident and non- 
resident students : 

University : 

Matriculation and incidental fees — 

Residents of Kansas $40.00 to $5.5 . 00 

Non-residents $55 . 00 to $70.00 

Normal Schools (Regular session) : 
Regular fees, various items — 

Residents of Kansas $20 .00 

Non-residents $50 . 00 

Agricultural College (Regular session) : 
Regular fees, various items — 

Residents of Kansas $33 . 00 

Non-residents $48.00 

The fees charged non-resident students will equal only a small part of the 
actual cost per student. 

In view of the crowded conditions complained of by heads of the state insti- 



12 State Superintendent of Public Instruction. 

tutions, would it not be wise to charge non-resident students a sum more 
nearly commensurate with the cost to the state? 

The rural schools, caring for 85% of our children, have made the greatest 
progress. The rural schools have been provided with better teachers, better 
buildings, better school equipment, better roads, and thereby better means of 
transportation to the schools, than at any time before in the histoiy of the 
state. 

The length of school terms has been increased until more than % of the 
rural schools have 8- or 9-month terms, with well-paid teachers. The enroll- 
ment has increased and parents are not only taking a greater interest in keep- 
ing their own children in school, but are also aiding to keep all children in 
school, as a matter of general public benefit. 

In two years the teaching force has increased 3.6%, while the number of 
teachers having university or college education increased 13.9% and those 
having completed from one to three years of college or normal-school work, 
increased 35.6%. 

Notwithstanding the high cost of labor and material, 353 new school build- 
ings were erected during the last two years, at a cost of $4,987,067.78. 

All School-District community activities have been interested in education 
and have aided educational work. In many instances city persons, bankers, 
lawyers, merchants, the W. C. T. U., Parent-Teacher Associations and others 
have so interested themselves in rural-school advancement that they have 
donated funds and prizes for certain school activities, accomplishments, and 
exhibit work done by pupils. 

The town and city people are more and more realizing that towns and cities 
only exist and grow as the rural communities advance to support them. 

With all these elements at work advancing the cause of rural education, 
we trust the future will give us the ideal rural school, with just state financial 
support. 

The Graded Schools, High Schools, State Institutions, private Colleges, 
Business Colleges, Parochial Schools have all shown marked advancement in 
their various activities, equipment, enrollment and in their plans for the future. 

Note. — See page 82, "Needed Legislation Recommended." 
RURAL SCHOOLS. 

The rural schools are doing their work during shorter terms than other 
schools. The difference varies from four to eight weeks, except in those schools 
where the terms are nine months. 

The graded rural schools average longer terms, better salaries and more 
favorable school conditions, with a rapidly-growing interest in the relations of 
the schools to the communities they serve. The rural high school is rapidly 
growing in favor, and is aiding in the consolidation of districts for the ele- 
mentary work. " 

The schools in cities of the first and second class are well established and 
are generously provided with funds to meet all needs. 

The ungraded, rural schools should receive more attention, and their just 
share of the money raised by taxation. 

Better buildings, more complete equipment, better prepared teachers, longer 
terms, longer teacher-tenure and better roads are needed to make the one- 
teacher schools all they should be and are capable of becoming. Good roads 



Kansas Rural-School Bulletin. 



13 



and transportation are matters to be considered in an effort to help the dis- 
tricts having a small and decreasing school enrollment to care for their chil- 
dren in consolidated schools. 



BRj|"™"*^^9^ . ^ 


% 



Buffalo School, District No. 14, Scott County. 

RURAL-SCHOOL GRADUATION. 

The law granting to graduates of the eighth grade of rural schools the 
privilege of admission to accredited high schools without examination, upon 
the presentation of a common-school diploma, has proved its worth in many 
ways. Local interest and pride are developed. The spirit of emulation se- 




The dugout schoolhouse, now n-iilaced liy nrw building, ^^sited by Miss Wooster, 
January 9, 1920. (Miss Wooster, pupils and teacher.) 

cured is helpful. Teachers and pupils take pride in doing the best work 
possible. 

The final meeting of the graduates at the county seat, or at several places in 
the larger counties, for the program of exercises by the pupils, and an address 



14 



State Superintendent of Public Instruction. 



by a capable speaker, is an occasion adding greatly to the experience of the 
boys and girls completing their elementary work. In 1919, 12,351 pupils se- 
cured diplomas, 7,720 being pupils in one-teacher schools. In 1920, 13,966 se- 
cured diplomas, 8,505 being pupils in one-teacher schools. 

The results have been very satisfactory. The outlook is bright for continued 
interest in this phase of our public-school work. 

COUNTY HIGH SCHOOLS. 

During the year 1918-'19, there were 28 County High Schools with a teach- 
ing force ranging from 2 to 18 and with an enrollment varying from 16 to 420, 
with a total of 4,637, of which 617 graduated. 

During the year ending June 30, 1920, there were 27 County High Schools, 
with teaching forces ranging from 2 to 19, and with an enrollment varying 
from 7 to 453, with a total of 4,154, of which 571 graduated. The graduates 




The new frame building, replacing sod sclioolhouse seen at back and side. Sod school - 
house visited by Miss Wooster, January 9, 1920. 



were 39.8 per cent of the first-year enrollment and 83.7 per cent of the seniors. 

In counties having other good high schools, opposition to the double taxa- 
tion is rapidly growing in the communities maintaining such schools. The 
legislature should remedy this source of unequal taxation. 

The training of teachers, one of the purposes of the County High Schools, 
is now done equally well in many of the other high schools. 

The County High Schools have done and are doing good work. 

RURAL HIGH SCHOOLS. 

One of the most important movements to-day in the field of education is 
that of consolidation. Consolidation has given us the Rural High School. 

This movement began by the establishing of the Township High School. 
Iz was seen, however, that township lines often did not provide satisfactory 



Kansas Rural-School Bulletin. 



15 



boundaries. In many cases territory was included within the Township High 
School boundaries which should have been outside, and other territory was 
left out, which on account of its location and interests, should have been in- 
cluded. The result was the Rural High School law of 1915 which permits a 
greater freedom in the formation of boundaiy lines. 

Two causes have contributed materially to the rapid growth of the Rural 
High School. 



% bI^^^I 


ra^^^^^ il 


■ ^ 




Wm 


kH^hI 



The auto bus, ready to go to Benedict School, Wilson County, Kansas. 

First, the unusual and increasing cost for school maintenance during the 
last few years have made necessary some provision for larger valuations as a 
basis for school support. 

Scores of rural communities and small third class cities are finding it im- 
possible to maintain a satisfactory S5'stem of schools through the eight grades 
of work, and four years of high school, upon a valuation of one-half to one 




Benedict Consolidated School, Wilson County, Kansas. 

and one-half million dollars. No business corporation can do business on the 
same capital which it had five years ago. Neither can our schools hope to 
last few years has made necessary some provision for larger valuations as a 
basis for yearly support. 

A second cause which is contributing to the growth of the Rural High 
School is the increasing interest in the rural communities in a high school edu- 



16 State Superintendent of Public Instruction. 

cation. Along with this is the demand that the boys and girls of the country 
and the small town have as good high school privileges as those of the city boy 
and girl, and that these high schools be brought to their home communities 
so that high school opportunities may be had under the parental care, and 
without breaking the home ties. 

There is to-day a general demand that each boy and girl shall not only have 
the privilege of a common school education through the eight grades, but also 
that they shall have the opportunity of a free four-year high school course. 
For this reason, all property in each county should be included in some high 
school district, and made to bear its share in the maintenance of high school 
privileges, the same as all the territory of the county is included in some grade 
school district, and thus made to bear its just part of grade school expense. 

A comparison of maps "A" and "B" gives a clear presentation of the rapid 
development of rural high schools during the last four years. In 1916, there 
were only 15 rural high schools in the state. Within four years this number 
had increased to a total of 209. 

HOT LUNCHES— RURAL SCHOOLS. 

Another important enterprise rapidly growing in extent and favor is the 
hot lunch in the rural schools. The benefit of the hot lunch to the growing 
child is invaluable. 

The work of establishing hot lunches in the rural schools has been promoted 
largely by the county superintendents. In counties having home-demonstra- 
tion agents or farm agents, the county superintendent has been ably assisted 
by them. 

In many counties the women's clubs and church organizations have both 
planned and assisted in the installation of the hot lunch, and have also helped 
to carry it on. 

There are three ways of meeting the expenses. 1. The parents contribute 
each day the materials used. 2. The pupils contribute a few cents each per 
day, the amount varying with the kind and quantity of materials used. 3. The 
expense is met by funds set aside by the district. This plan removes many of 
the difficulties of other plans, and seems to secure better results. 

Ordinarily the hot lunch is meant to be only a supplement to the cold lunch 
brought from home. For this reason, one dish or kind of food is usually pre- 
pared. A nourishing soup or a hot drink is generally served. The time ele- 
ment also enters into the plans. In some of the schools, ovens have been 
installed. This permits the preparation of baked foods without much loss of 
time. 

The pupils eat in the schoolroom under the supervision of the teacher, and 
often at a table spread for the occasion. This oiTers splendid opportunity for 
teaching "table manners" by precept and example. 

The schools serving lunches are generally furnished with a minimum equip- 
ment, including a stove (usually a two-burner oil stove), two large kettles, dish 
pan, bucket, and the necessary small articles. Some schools are equipped 
with dishes, while in others the pupils bring those needed for their own use. 
The latter plan seems advisable as it saves dish- washing time. 

The popularity of the hot-lunch plan is shown by the growing tendency to 
provide for kitchens in the plans for new buildings. 



Kansas Rural-School Bulletin. 17 

COURSE OF STUDY FOR RURAL AND GRADED SCHOOLS. 

The Law requires that a "Course of Study for Rural and Graded Schools" 
be issued to serve as a guide for superintendents and teachers employed to 
instruct in the schools of Kansas. 

Each schoolroom in the state, both rural and graded, in compliance with 
the law, must be supplied with a copy of the Course of Study. The copy is 
the property of the district. 

The schools have shown marked improvement since the state has furnished 
the Course of Study and required its use by the teachers. 

The present course gives detailed suggestions for the presentation of the 
various subjects, and also contains valuable suggestions for teaching. 

The bi-monthly and final examination questions have been based on the 
course of study. As a result the Course of Study has become something of a 
manual and basic text for the teachers. In fact, it has become invahiable as a 
guide in their work. 




Graded scliuol at ISIidian, an oil town in Riitler County. The teacherage, shown at the 
left, has additional schoolrooms. 

THE SCHOOL FUND. 

The school fund of the state, which has been derived from the sale of school 
lands granted the state by Congress as a provision of the state constitution 
has reached the amount of $11,099,392.53. Maturities from this fund have 
been promptly and judiciously reinvested. Reinvestment of maturities during 
the fiscal year ending June 30, 1919, totalled $977,428.21, and for the year 
ending June 30, 1920, amounted to $1,197,689.14. 

The distribution of the interest on the permanent school fund yielded, in 
1919, $479,376.12, or 92 cents per capita on the basis of the school population of 
the state. In 1920 this disbursement totalled $511,27522, or 98 cents per capita. 

The Thorpe Trust Fund is a fund of $7,000.00 which was created by enact- 
ment of the Legislature of 1895. This is under the administration of the State 
School Fund Commission. This fund is fully invested in school district bonds. 

By chapter 122 of the Session Laws of 1875, each insurance company doing 
business in the state of Kansas shall, in addition to other fees required of it, 
pay into the state treasury, for the benefit of the annual school fund, the sum 
of fifty dollars each year. During the fiscal year ending June 30, 1919, the re- 

2— Instruction — 3737 



18 State Superintendent of Public Instruction. 

ceipts by the annual school fund from this source were $12,800.00, and for the 
fiscal year ending June 30, 1920, the receipts were $14,800.00. 

RURAL SCHOOL DISTRICT LIBRARIES. 

A wider choice of books for school district libraries was made possible by an 
act of the 1919 Legislature which permits the purchase of primary books and 
two monthly school journals. If to this law another could be added requiring 
a small annual tax of at least five or ten dollars to be expended by each dis- 
trict for the purchase of such books from a list approved by the State Depart- 
ment of Education, the schools would receive greater benefit. 

TEACHERAGES. 

In a number of districts a forward step has been taken in providing homes 
for the teachers. Elsewhere in this report we show the picture of a number of 
School District owned homes for teachers. 

TAXATION. 

For the year ending June 30, 1920, the tax levies for school purposes in the • 
various school units varied from no levy to 42.7 mills on the dollar. This is a 
difference so great as to offer a serious problem. 

The current public-school expenses for the year ending June 30, 1920, could 
have been met by a general levy of 52 mills on the dollar. A general levy of 
one mill on the dollar for that year would have added $6.93 to the amount 
allotted to each census child from the income from the present State School 
Fund. 

A more just method of equahzing taxes should be devised. In many cases, 
combining tax units would give relief. Concentrated valuation due to railroad, 
mining, oil, gas interests and other corporate interests should have a more just 
method of tax distribution. 

Relief could be given in a large measure by a yearly state levy of at least 
one mill, if one-half of the one mill tax was added to the permanent school 
fund and half of it distributed as the income from the school fund is now dis- 
tributed. 

ILLITERACY IN KANSAS. 

A report of the U. S. Census Bureau, based on the census taken in January, 
1920, gives the following items on ilhteracy in Kansas : 

There are 22,821 illiterate persons 10 years of age and over in the state of 
Kansas, "illiterate" meaning, unable to write. Of this number, 5,835 are native 
whites of native parentage, 1,344 are of foreign or of mixed parentage, 11,291 
are of foreign birth, and 4,228 are Negroes. 

The percentage of illiteracy in the total population 10 years of age and 
over is 1.6. 

The gain for the Negroes has been from 12.0 to 8.8 and for native whites 
of native parentage from 0.8 to 0.6. 

Kansas illiteracy ranges from 4.3 in Ellis Co. to 0.3 in Smith Co. Bourbon, 
Geary, Graham, Gray, and Lyon have each the average for the state, 1.6. 

According to the census of 1920, there were in Kansas 255,474 children 7 to 
13 years of age, of whom 241,531, or 94.5 per cent were in school. In 1910, 92.3 
per cent were attending school. 



Kansas Rural-School Bulletin. 



19 



SCHOOL ACTIVITIES. 

During the past two years the school children, superintendents, and teachers 
have nobly responded to all war activities, making war gardens, buying stamps 
and baby bonds, doing Red Cross and thrift work, etc. Many schools have a 
first-aid cabinet. 

Kansas ranked first in the tenth Federal Reserve District for thrift work 
and second in the United States. Ohio ranked first in the United States. 

The school children, both city and rural, have set out hundreds of trees in 
the school yards as memorial monuments for the fallen soldiers and also one 
tree in each School District for each boy who went to service from the School 
District. 

SCHOOL GROUNDS. 

School-spirit and local district-pride are being the means of great improve- 
ment of the grounds of the schools of Kansas. Along with better buildings has 
come a study of the school ground from the standpoint of beauty. Shrubbery 




The May-pole Game, Bucyrus School, Miami County. 



is put out to improve unsightly corners and ugly spots. Trees of native varie- 
ties, and good sod (in sections where it will grow) are now common rather 
than uncommon. Aside from enhancing the beauty of the playground, per- 
haps nothing outside of playground apparatus gives the pupils more real pleas- 
ure than a growth of fine trees on the playgrounds. It is interesting to know 
of the unusual efforts being made to grow trees on the school grounds in the 
central and western parts of the state. Where a windmill is necessary to get 
water, the grounds are often ditched and irrigated in order that the trees and 
shrubbery may be properly watered. When school patrons can realize that 
trees on the school ground deserve and should have just as careful care and 
trimming as the trees about a home, great strides will have been made. 

Grounds are being well graded and good walks are being made of cement, 
stone or board. 



20 



State Superintendent of Public Instruction. 



A quiet, but nevertheless persistent, campaign for better out-buildings, 
specially toilets, has been made. The type of toilets varies somewhat in the 
different counties according to the ideas of the county superintendent and 
county health officer. In the main, however, they are properly located, well- 




School interest as accuniplislied through plays and games at Jutly, District No. 3, 
Anderson County 




The rabbit hunt- 



to save the fruit trees. Killed by E. E. and O. A. Edwards, 
January 10, 1919. 



built, and painted inside as well as outside. Where the drainage will not be 
toward the water supply a dirt pit is used because it is most practical. A good 
toilet, however, will have a ventilation flue from the pit, small windows, 
and hinged seat-covers. 



Kansas Rural-School Bidletin. 



21 



The most modern type of toilet in the state, however, is the indoor chemi- 
cal plan. They have been given a thorough trial in the past two years and are 
highly satisfactory. Aside from the protection they render to the health of 
the children, they permit very close supervision by the teacher. 

Perhaps the school grounds have not improved more noticeably in any 
other respect than in the addition of practical play-equipment and in play- 
supervision. The most meagerly equipped grounds have provision for basket- 
ball or baseball. The more generally equipped grounds have seesaws and 
swings of two sizes, turning poles, and often tennis and croquet. The larger 
school grounds, as in the graded schools, have also the vaulting pole, discus, 
and often a track as a part of, or in close proximity to, the school ground. 

There was a time when teachers did not consider it a part of their duty to 
be on the playground during intermissions. That time has passed. It is just 




Central School, Republic County. Cost approximately $G,000. A Superior School. 



as necessary for a teacher to be able to organize the playground as it is the 
schoolroom. This is equally true in the one-room school and in the graded 
school. She r^ist know games and be able to teach them. County superin- 
tendents, city superintendents, and principals are looking for these qualities in 
teachers and are requiring close supervision of the play-periods. 

SCHOOL EXHIBITS AND CONTESTS. 

In many communities, rural and city, much interest has been aroused by 
exhibits of various phases of school work. At times, home work by the pupils 
is added. Garden and farm products, canned and preserved fruits and vege- 
tables, manual-training work, sewing, etc., often contribute to the interest of 
the exhibit. At times they are enlivened by the display of pets, poultry, 
birds, curios, etc. 

Frequently the conditions of the display are rendered more fair-like by 
pop-corn, candy and lemonade stands, managed by the pupils to secure money 
for playground equipment or other needed supplies. 

County fairs frequently make provisions for school exhibits. 

At times, spelling, musical, declamatory, literary, oratorical and athletic 



22 



State Superintendent of Public Instruction. 



contests are held. These may be within the school itself, or may involve 
several neighboring schools, or may include the county. 

A spelling contest was held at the State Fair in Topeka in 1920. Much in- 
terest was shown and several prizes were awarded. The first prize was won 
by a boy from the Boys' Industrial School, Topeka. A similar contest was 
held in 1921. 

PATRIOTISM. 

An Americanization poster, 11x14 inches, on which is shown the United 
States flag in colors, and having in large, clear type Wm. Tyler Page's "The 
American's Creed" and the pledge given in the children's "Flag Salute" has 




The high school orchestra, one of the school activities at Coldwater, Comanche County. 



been sent by the State Superintendent to each schoolroom in the state, thus 
supplementing the teacher's patriotic instruction. 

ANTI-CIGARETTE POSTER. 

Those who wink at the violation of law and who connive with law breakers 
are doing much to prepare our youth for the ranks of anarchy. The anti- 
cigarette law has furnished these advocates of "personal liberty" a rare op- 
portunity to exert themselves in opposition to law enforcement. 

In order to prepare the school children to withstand the tricks of the 
tobacco interests and unscrupulous dealers, the work of the teachers has 
been supplemented by the distribution of an illustrated poster, 11 x 14 inches, 
giving to eye and mind a brief outline of the evils of cigarettes and tobacco. 

Each schoolroom in the state has been supplied with a copy of this valuable 



Kansas Rural-School Bulletin. 



23 



help, thereby aiding teachers in their required instruction against this dan- 
gerous evil. 

The rural schools suffer from lack of academic preparation of teachers. 
The following table gives a comparison of the reported preparation of teach- 
ers employed during 1919-1920: 



.1 ^^^^^^™^BBB|(B|^^^^^^^HBBfcBM|j^^|JJ^™^ ^H 









Gymnasium, Ellsworth High School. Running track and spectators' gallery around 
entire gymnasium. 



Graduates of University or College, 

Graduates of Normal School 

Graduates of College or Normal 

School 

Graduates of High School or 

Academy 

Not Graduates, but have had One 

to Three Years in College 

Not Graduates, but have had One 

to Three Years in Normal 

School 

Not Graduates, but have had One 

to Three Years in High School 

or Academy 

Not Reported 



Un- 
graded 

rural 
schools, 

7,624 
teachers. 



2.3% 
70.0% 



10.0% 

17.7% 



Grades. 



Graded 
rural 

schools, 
2,996 

teachers. 



3.2% 



51.9% 



20.0% 



Cities of 
second 
class, 
1,715 



Cities of 
first 
class, 
1,369 



teachers. I teachers. 



6.1% 
21.7% 



35.5% 
15.2% 

30.3% 



24.8% 



21.8% 
11.0% 

24.8%, 



15.3% 1.2% 7.7% 11.3% 1.1%, 4.3?i 



High Schools. 



Graded 
rural 

schools, 

1,827 

teachers. 



66.4% 
16.4% 



Cities of 

second 

class, 

851 

teachers. 



71.2% 
14.9% 



2.2% 
10.6% 



Cities of 

first 

class, 

396 

teachers. 



67.7% 
14.9% 



1.5% 
11.6% 



County, 

234* 
teachers. 



65.0% 
14.1% 



13.7% 

7.2% 



* Including the principals of the smaller county high schools. 
The above shows, 82.3% of our rural teachers have a High School education or more. 



NEW SCHOOL BUILDINGS. 

Modern, well-equipped schoolhouses are being built. The new buildings 
erected during the two years ending June 30, 1920, are most excellent models 
of various types, ranging from a one-room school to a half-million dollar high 
school. 

The high cost of labor and material did not prevent e.xtensive building 
campaigns. 



24 



State Superintendent of Public Instruction. 



TOILET 



PL AVGROU ND 




SCHOOL. 
HOUSE 



] r 



^Q 






TOIUET 




A MODEL SCHOOL GROUND. 



Kansas Rural-School Bulletin. 



25 



During the two years covered by this report 353 new school buildings were 
erected at a cost of $4,997,069.78. 

Of the 353 buildings 155 were erected in 1919, at a cost of $1,720,873.74; 
and 198 were erected in 1920, at a cost of $3,266,196.04. The increase of the 
1920 improvement over 1919 was, in number of buildings, 27.7%, and in cost, 
89.8%. The increase in buildings was mainly in the one-teacher schools, these 
schools having 28 of the 43 over 1919. The increase in cost was mainly in 
the towns and cities, these schools paying $1,367,541.72 of the $1,546,322.29 
over 1919. 

Assuming that items sent in by the reporting officials are correct, 36 coun- 
ties did not erect any new buildings in 1919, and 33 none in 1920. 

The average cost of the buildings erected in 1919 was $11,102.41, while the 
average for 1920 was $16,495.94. 




Tamarisk hedge, showing different methods of trimming. 
Experiment Station. 



From Fort Hays 



FOREST TREES AND FLOWERS ADAPTED TO KANSAS 
CONDITIONS. 

1. White ehii. 

2. Sycamore. 

3. Sugar maple. 

4. Hackberry. 

5. Red cedar. 

6. Ky. coffee bean. 

7. Red osier dogwood. 

8. Van Houtte's spirea. 

9. Common lilac. 

10. Thunberg's spirea. 

11. Five-leaved ivy. 

12. Japanese barberry. 

13. Japanese quince. 

14. Scotch pine. 

15. Dwarf Swiss mountain pine. 



16. 


Austrian pine. 


17. 


Cannas. 


18. 


Sweet alyssum. 


19. 


White myrtle. 


20. 


Common juniper. 


21. 


Peony. 


2 "2. 


Iris. 


23.' 


Hollyhock. 


24. 


Violet. 


25. 


Phlox. 


26. 


Cottonwood. 


27. 


Black walnut. 


28. 


Catalpa. 


29. 


Russian wild olive. 


30. 


Tamarisk. 



26 



State Superintendent of Public Instruction. 




Catalpa grc 



Fruiu Fort Hays ExperiiutnL Staiiun. 



SING A SONG OF KANSAS. 

Sing a song of Kansas, 
Princess of the West, 
One of many sisters — 
Fairest one, and best. 

Heart of a great nation, 
Brilliant central star, 
Seen of all observers, 
Hailed from near and far. 

Stately in proportions, 
Giantess in size, 
Noted for her climate. 
Famous for her skies. 

Marvelous in progress. 
Wonderful in deeds. 
Other States ma}^ follow, 
Kansas ever leads. 

Sing a song of Kansas, 
Land of fruit and grain; 
Sound aloud her praises, 
Thunder the refrain. 

— Emporia Republican. 



Kansas Rural-School Bulletin. 



27 




Hackberry. From Fort Hays ExperimLiit Station. 

LIVING STATES. 

Of all the States, but three shall live in story : 
Old Massachusetts with her Plymouth rock, 
And old Virginia with her noble stock, 
And sunny Kansas with her woes and glorj^ — 
These three will live in song and oratory. 

While all the others with their idle claims 
Will only be remembered as mere names. 

—E. F. Ware. 



THE GOSPEL OF WORK. 

Let me do my work from day to day, 

In field or forest, at the desk or loom. 

In the roaring market place or tranquil room; 

Let me find it in my heart to say, 

When vagrant wishes beckon me astray, 

This is my work, my blessing, not my doom. 
Of all who live, I am the only one by whom 

This work can best be done in my own way. 

Then shall I see it not too great nor small. 
To suit my spirit and prove my powers; 
Then shall I cheerfully greet the laboring hours 

And cheerful turn when the long shadows fall 
At even time to play and love and rest. 

— Henry Van Dyke. 



28 



State Superintendent of Public Instruction. 



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Kansas Rural-School Bulletin. 



29 



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30 



State Superintendent of Public Instruction. 



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Kansas Rural-School Bulletin. 



31 




32 



State Superintendent of Public Instruction. 




t-v..'^v*...>.,;'>>.--;-^.^.V-:l 



OUTSIDE TOILET. 

SUGGESTIONS FOR BUILDING, REPAIRING AND CARING 
FOR OUTSIDE TOILETS. 

(All measurements given in inches.) 

All dimension material is 2 x 4 (studding) . 

Rafters are 5 in number. 

Joists are 6 in number. 

Studding are 5 each in front and back. 

Studding are 6 each side. • 

Shingles are 8 layers on each side. 

Windows are 2 in number, each 14" x 18", to slide back and forth. 

Siding is regular weather boards. 

Flooring may be of any suitable kind. 

Ceiling and walls may be ceiling lumber or beaver board. 

The seats are three in number, with diameters 8, 8% and 9 inches. 

The entire seat is 62^/2 inches long, 14 inches high and 16 inches wide. 

Door shield not desired or required. 

The pit should be 4 or 5 feet deep, 2^/^ feet wide and 5% feet long. 

Regularly once per week, preferably on Monday, a thin sprinkling of slaked 
lime should be thrown into the pit. This will prevent the accumulation of 
unpleasant odors or the gathering of flies. Lime will kill disease germs. 



CIGARETTES vs. THE FUTURE. 

The boy who smokes cigarettes need not be anxious about his future — he 
has none. — David Starr Jordan. 



Kansas Rural-School Bulletin. 



33 




fTl Ml 



2 



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C c/^£tfr Ft.Ar/-oitn 






COUNTY NORMAL INSTITUTES. 

Kansas had only the Lecture system of Institutes until 1877, at which time 
the Legislature gave to the state by Statute the "Four-weeks Normal Institute 
for the Instruction of Teachers and Those Desiring to Teach." Thus it is 
seen that Kansas discarded by Statute the Lecture form of Institutes more 
than forty years ago. 

There is no authority in the Statutes to-day for any other than the "Normal 
Institute for the Instruction of Teachers and Those Desiring to Teach." 

The Teachers' County Normal Institute has been a powerful factor in the 
preparation of teachers for better work in the rural schools, and has given 
them a knowledge of the difficulties and problems to be met unequalled by 
any other agency. The inspiration of many a teacher for her labor of love 
in the formation of character and American citizenship as well as for more 
thorough scholarship both for herself and her pupils has come from the 
County Normal Institute. 

During the summer of 1920, at a cost of $30,000, 105 County Institutes 



3 — Instruction — 37 3 7 



34 State Superintendent of Public Instruction. 

were held (three of them joint institutes between two counties) in which 
492 instructors gave instruction to 7,400 teachers. 

The first Teachers' Institute in America was in Connecticut in 1839, and 
was for a period of six weeks and was conducted by Henry Barnard at Hart- 
ford. It was of such recognized benefit that later it was supported by the 
State. 

The Teachers' Institute was found to be of such benefit that soon most 
states had secured the Teachers' Institute by Legislative acts. 

To-day in 28 States, compulsory Institute attendance is required of teachers, 
in others optional, and in others compulsory for the granting or renewing of 
certificates. 

The consensus of opinion of those closely associated with the institutes, is 
that they are performing a worthy mission, and that they are doing more to 
aid the rural teachers and the inexperienced teachers than any other educa- 
tional institution. 

The State furnishes a Course of Study for use in the County Normal In- 
stitutes, as provided by Law. 




School Board Meeting, Douglas County, October, 1920. 

COUNTY TEACHERS' ASSOCIATIONS. 

The meetings of the teachers in their organized county groups are exceed- 
ingly helpful in keeping the teachers in sympathetic touch with each other 
and with local school conditions and needs. 

At these gatherings many practical schoolroom problems are discussed. 
Interesting programs and demonstrations are given, all being entertaining and 
instructive. 

The plan of these meetings varies according to the ideas and individualities 
of the county superintendents. In some counties monthly meetings are held 
during the school year. These meetings usually include one or more general 
sessions having on the program local or state speakers. In some counties a 
period of the meeting is set aside for the general study or discussion of the 
teachers' reading circle books for that year. 

In many counties the Saturday following the close of the County Normal 



Kansas Rural-School Bulletin. 35 

Institute, or some afternoon during the Institute, is taken for organizing the 
county teachers' association. At this time plans and projects for the school 
year are discussed and the attention of the teachers focussed on certain ends 
to be accomplished during the year, supplies given out, organizations of the 
teachers effected, and officers elected. 

The county teachers' associations often meet during the school year in a 
town in which a rural high school is established. The programs are worked 
out just as thoroughly and successfully as in the county-seat meetings, and 
this change aids harmony, unity, and cooperation. 

Another plan which has proved helpful is where adjoining counties have 
held joint meetings. In sparsely-settled counties this provides larger attend- 
ance and more funds, hence greater interest. 

Another type of meeting within the counties is the one for District School 
Board members for which the law provides. These meetings are sometimes 
planned separately but more often held jointly with the teachers, helping to 
bring about better cooperation between teachers and district board members. 

SCHOOL BOARD CONVENTIONS. 

The legal authorization of "one convention of members of school-district 
boards" annually, made by the legislature of 1915, has done much to advance 
the rural schools. These meetings have led to improved buildings and grounds, 
a more liberal support of teachers, and a better understanding of school pur- 
poses and needs. The results have justified the payment of the small ex- 
pense of the members in attendance, the limit being two dollars each. An- 
other great influence in unifying school-board methods and practice has been 
the state organization of school boards which holds its annual meeting at the 
time of the meeting of the State Teachers' Association. 

SUPERVISION. 

Supervision is of supreme value and is growing in extent and responsibility. 

Unity of plan and purpose requires unity of supervision. All supervision 
of educational interests should be centered in one authority and that authority 
should be responsible to the people, as provided by the State Constitution. 

Supervision controlled by more than one authority results in lack of com- 
mon standards, destroys unity of purpose, causes extra expense, loss of time, 
and leads to antagonisms and jealousies, destructive of the best school condi- 
tions. 

Unified service for the schools of the state is a necessity for proper future 

advancement. 

During the school year of 1918-'19, one or more of the supervisors or myself 
was in 94 counties for supervision work or educational addresses. 

During the school year of 1919- '20, one or more of the supervisors or myself 
was in each of the 105 counties of the state. 

I have personally visited from 5 to 16 rural schools in a number of the 
counties each school year, also parochial schools. 

All private and parochial schools are supervised by the County Superin- 
tendents and State Superintendent's office the same as all other schools and 
educational institutions. The same quahfications of teachers are required, and 



36 



State Superintendent of Public Instruction. 



these schools are also required to use the State Course of Study, and instruct 
only in the English language. 

In 1918-'19 the two rural Supervisors visited rural schools in 62 counties, and 
in 1919-'20 in 83 counties. 

During the two years the rural Supervisors attended 13 District School 
Board Associations, and visited 44 County Teachers' Normal Institutes, and 
21 State and County Associations. Each attended one National Educational 
Association. 

In 1918-'19 the two high school Supervisors visited 121 High Schools and 
in 1919-'20, 360 schools. 

The two attended 11 state and county associations. School Board Associa- 




A Kearny County school in construction. 



tions 7, other community meetings 7, and visited 28 County Teachers' Normal 
Institutes. Each attended one National Association. 

The four supervisors are each supplied with a Corona typewriter to be used 
in making up their reports in the field, that they may leave the necessary re- 
ports with the Board of Education at the time the school is visited, and thus 
serve more promptly the interests of the schools. 

The rural supervisors have kodaks for use in taking pictures of new school 
buildings, of special play-equipment, of improved conditions, and of any 
unusual or especially pleasing or helpful school activity which may be used 
in official publications. 

A supply of slides of rural-school conditions and of features worthy of note 
or imitation has been frequently used by the supervisors to awaken a stronger 
interest in matters of improvement. 



Kansas Rural-School Bulletin. 37 

STATE READING CIRCLE. 

The value of the State Teachers' Reading Circle books, as adopted each 
year, is increasing. Thousands of our teachers, especially in the rural schools, 
read these books as they are a great aid in the daily classroom work. They 
are also read for professional growth and as one of the requirements for the 
renewal of first grade and normal training certificates. At least 5,000 of these 
books are read annually. 

NORMAL TRAINING. 

The Normal Training department, has proved that preparation in high 
schools for teachers is practical. The teachers have usually shown that they 
have had valuable training, and many profitable methods have been in- 
troduced into rural and grade systems because of this* particular opportunity 
provided by state and district. 

In 1919 the number of juniors who wrote upon the examination was 2,053, 
and of seniors 1,572, totalling 3,625. Of the 1,572 seniors who applied for 
certificates, 1,205 passed with averages of 80% or higher and received certifi- 
cates. 

In 1920 the number of juniors who wrote upon the examination was 2,206 
and seniors 1,736, totaling 3,942. Of this number 1,455 secured certificates with 
averages of 80% or higher. 

A few schools have discontinued the work of the normal training course, 
but others have been anxious to take their places on the normal training list, 
so that the number of schools approved for normal training in 1919 was 246 
with aid, and 28 without aid. The number approved for normal training in 
1920 was 248 with aid, and 53 without aid, showing a net increase of 27 over 
the previous year. 

The tendency of normal training graduates has been to pursue advanced 
training in normal schools, colleges, and universities. The continued success 
of the Normal Training Course will depend upon the general cooperation of 
all who have to do with the work and its support. 

TEACHER-TRAINING. 

No task is more worthy than that of adequately preparing teachers for the 
mighty work they are trying to do. But woe to the one who trains falsely ! 

The true Kansas spirit and purpose were expressed by the Board of Regents 
of one of our state schools in the report of the school sent to Governor Martin, 
as follows: 

"The settled policy of the Board has been and is to confine the work of the 
school to thorough and systematic instruction in those branches required in 
the public schools of the State, together with the most approved methods in 
teaching and illustration. No set theory or machine method is practiced, but 
the individual talents of each student are strengthened, restrained, or de- 
veloped, as seems requisite." 

How much better for the preparation of our teachers is a school which has 
that ideal than a school which exploits fads, fancies and ultra theories! 

Many of our schools, from the large city systems down to the one-teacher 
rural schools, are suffering from the over-head exploitation of theories. Many 



38 



State Superintendent of Public Instruction. 



supposed educational leaders gain much advertising by their vigorous exploita- 
tion of their schools in the application of new theories. 

It does not require long search in the history of our public schools to find 
evidence of the harm done by attempts to follow fancies. One illustration will 
suffice here. Not many years ago, teachers all over the land, willingly or other- 
wise, tried vertical writing. Thousands of those who were caught in that 
cyclone of mushroom enthusiasm have lived to regret it. 

More than a dozen fads and fancies have disturbed the schools during recent 
years, others are on trial now, and others will follow. In this process of trial, 
the helpless children suffer. 

Theory, however, has a place and a valuable one in the work of education. 
But, it is a sad day for the children when their teachers attempt to apply 




Salt City Business College, Hutchinson. Established in 1897. 



theories without a practical knowledge of school work from the foundation up. 

Some of the much advertised teacher-training schools of our country are 
noted for the ultra theorists they send out to control our public schools. 

Teachers and school boards must keep eyes and ears open for things that 
are new, but in the meantime should hold fast to that which is good and true. 

BUSINESS COLLEGES. 

In 1918-'19 there were 27 Business Colleges doing excellent work. 

In 1919-'20 there were 29 Business Colleges doing excellent work and send- 
ing hundreds of boys and girls into the business houses of our own state and 
elsewhere. 

In addition to shorthand and typewriting, these schools are emphasizing 
essential work in other commercial subjects that their graduates may be able 
to do more than the mechanical part of office work. 



Kansas Rural-School Bulletin. 



39 



Many of the Business Colleges are arranging their courses of study that 
legislative provision may be made for accrediting certain courses. 

The enrollment reported for 191S-'19 was 7,500, and for 1919-'20, 7,573. 

CONSOLIDATION OF SCHOOLS. 

Since 1897 the statutes of Kansas have provided for the consolidation of 
rural schools. In spite of the difficulty of voting the proposition, the number 
of such schools has increased. 




Primary building. Busses. New buildi, 



Hulcuiiilj Cunsoliuated School. 



The first consolidated school in the state was organized in Ellsworth county 
in 1898. At the time of the biennial report in 1918, one hundred nine such 
schools had been established combining nearly three hundred smaller schools. 
These schools are in fort5^-eight counties. 

In the past two years consolidation has received an impetus such as has 
been unknown heretofore. This has been brought about largely by certain 




Main building, Holcomb School. Size, 105 by 135 feet. Cost, $110,000. 

existing conditions such as better roads, easier and more comfortable trans- 
portation, the shortage of efficient teachers, small enrollments in the rural 
schools and the lack of interest in such schools. 

The laws of the state provide for consolidation but do not compel it. Be- 
cause of this and the natural antagonism of patrons to a change which to them 
seems radical, each consolidation must be worked out individually. Regardless 
of these conditions, a wave of interest in consolidation has swept the state 



40 



State Superintendent of Public Instruction. 



during the past two years. One of the largest consohdations in the U. S. has 
been established at Holcomb in Finney county. 

This is a purely rural organization with the school located in Holcomb, a 
little village which has a population of less than a hundred. 




Superintendent's Home, Holcomb School. An abandoned one-room building was 
moved in and remodeled, making a strictly modern cottage. 

The district has an area of 122^/4 sections with a valuation $3,170,000. The 
enrollment to date is about 400. Of this number, thirty-eight are in high 
school, with four years of work being given. 




The Teacherage, Holcomb. A modern thirteen-room home. 



There is an agricultural department vmder the Smith-Hughes law, also a 
complete domestic science and domestic art department. The school is organ- 
ized on the six-and-six plan with a junior high school doing departmental work. 



Kansas Rural-School Bulletin. 



41 



There are departments of music and art in charge of capable supervisors, mak- 
ing sixteen in all. 

The Holcomb plant is the largest and most fully equipped rural school in 
the state. No effort has been spared to make it complete in every detail. 




Holcomb School. The garage ; capacity, fourteen busses. 

The proposition to consolidate certain school districts in and around Hol- 
comb was submitted to the people January 6, 1920. 

Three districts voted to consolidate including six one-room schools and 
Holcomb, a small graded school. District No. 6 had four one-room schools. 
Two of these, Ashgrove and Glendale, were standard schools. District No. 46 




Ready to start to school. The first pupils in the bus on this route, Cimarron School. 

had two one-room schools, while District No. 2, Holcomb, had three teachers 
and a small high school of ten pupils. Later one district which voted down 
the proposition. District No. 19, reconsidered and asked to be admitted to the 
consolidated school for one year on trial. They agreed to vote a tax of twelve 
mills, the money to be used by the consolidated school in order that their 



42 



State Superintendent of Public Instruction. 



pupils might be cared for equally with the Holcomb pupils. The plan proved 
satisfactory to the district and they will ultimately become a part of the con- 
solidated district. 

On January 22, 1920, the district was organized and a school board was 
elected. On March 6th, bonds were voted to the amount of $125,000 for build- 




IVaclit-Jiige. Busst's. feehoul Building. 

Cimarron Consolidated Sohool, Gray County. The area of the district is 337 sections; 
valuation, $2,900,428. Eight busses transport 150 children. 

ings and equipment. On October 30th, $50,000 in additional bonds were voted 
to complete the plant and equipment. 

The school plant consists of six buildings. The main building, 105 by 135 
feet, cost $110,000. It contains seventeen recitation rooms, study hall and 
librarj^, three officers, a combined auditorium-gymnasium 52 by 70 feet, with 
shower baths. The building formerly used by the Holcomb school, a modern 
six-room building with gymnasium, is now used as a Primary Department, 
where the first three grades are located. The teacherage has thirteen rooms 
for lady teachers, living-room, library, large dining room, kitchen, pantry, two 





r-^ 


- c^ 


mBfm 


u u u 11 -yl 




1 1 i ? 



Thu Ttacheragf. Cimarron Consolidated School. 



bath-rooms, a full basement containing furnace room, storage and trunk room, 
laundiy with stationary tubs, and a coal storage room. This building cost 
$20,000 and is modern in every pai'ticular. A superintendent's home and a 
cottage for the teacher of agriculture are also modern. The garage cost $4,000 
and has a capacity for storing fourteen auto-busses, ten of which are now in 
use. A school farm of twelve acres with a pumping plant fully equipped for 
irrigation completes the plant. 



Kansas Rural-School Bulletin. 



43 




Ingalls Consolidated School. Children and busses. This district includes sixty-four 
sections of land, transports ninety pupils in four busses and employs nine teachers. 




"Modern Rural School." Washington, District No. 32, Anderson County. 




Rice School, Cloud County. 




"S • 

i 






^ e 




Kansas Rural-School Bulletin. 



45 




Zenda, Kingman County. Rural high school and grades. 




District No. 48, Thomas County. 



REPORT OF RURAL-SCHOOL SUPERVISORS. 



This is a report of the two Rural-School Supervisors for the two school 
years of 1918-'19 and 1919-"20. Owing to a prevalence of the influenza epi- 
demic and the consequent closing of the schools during the most favorable 
weather for rural visitation in the fall of 1918 and again owing to the long 
period of impassable roads in the spring of 1919, fewer school visits were made 
by the rural supervisors during the year 1918-19 than during any other year 
since the standardization movement was inaugurated. Similar conditions dur- 
ing the year 1919-'20 not only retarded the visitation work but were a real 
hindrance to general rural-school improvement. 



46 State Superintendent of Public Instruction. 

In 1918 sixty-two counties were reached, four hundred forty-six schools 
visited, .including six hundred twelve teachers. This included a number of 
visits to schools already on the "standard" list. In 1919-'20 the supervisors 
went into eighty-three of the one hundred five counties and visited five hun- 
dred ten schools, including seven hundred four teachers. 

One hundred sixteen schools were added to the approved list in 1918-19, 
sixty-eight were added in 1919-'20, making on June 30, 1920, a total of six hun- 
dred seventy-seven standard rural schools, twenty-five standard rural grade 
schools, and sixteen superior schools. In justice to all concerned it should be 
stated here that the high cost of materials and equipment, and the high cost 
and scarcity of labor during this period greatly retarded the improvement 
necessary to meet the requirements for a standard school. 

However, the plan of standardization of rural schools has become sufficiently 
well established over the state that the policy of the department during the 
year 1919-'20 and since has not been so much the completion of the better 
schools for standardization as it has been to improve the poorest schools. 
Believing that a chain is as strong as its weakest link, the supervisors since 
July 1, 1919, were sent first into the counties which had few or no standard 
schools. In these counties they spent as much or more time in the poorer 
schools for their betterment than in those which were better and required less 
work. In other words the pohcy is, first, to see that all schools meet certain 
minimum requirements as to buildings and equipment in compliance with the 
law; second, that the better schools be made "Standard" or "Superior" at the 
earliest convenience. 

Because the classification known as a Standard Grade School has been 
created more recently not so many, schools have been recognized as such. 
The interest in this group has developed quite markedly and all schools of 
two or more teachers are being encouraged to meet the standard grade re- 
quirements of either Class A or Class B. Schools meeting these requirements 
are now found in sixteen counties. 

The present tendency is toward consolidation. In most cases the natural 
center for such a movement is the graded school of a community. This being 
the case it would seem advisable that all graded schools meet the require- 
ments and be approved as standard, thus making them more acceptable as 
centers when the movement reaches their commvmity. 

Because of the influence that radiates from a school which has met the re- 
quirements, the supervisors adopted the slogan, "A Standard School In Every 
County." In spite of the unusually high cost of materials and equipment, the 
delay in transportation, and the scarcity and high cost of labor in the last 
two years, there are but fifteen counties that as yet have not a standard 
school. These fifteen counties were visited by the supervisors as late as during 
the year 1919-'20. In some of these counties large consolidation projects are 
being developed which will decrease the number of small one-room rural 
schools and substitute for them the more efficient graded school. In many 
counties and in many localities standardization is the important rural needed 
improvement. 

The plan of standardization of rural and graded schools has been invaluable 
in raising the standard of the elementary schools of the state. A school to be 
strong or to be standard must have first a standard teacher. The present re- 



Kansas Rural-School Bulletin. 



47 



quirements prohibit in a standard school any certificate lower than a second 
grade. During the war period when teachers were Tinusually scarce it was 
somewhat difficult to maintain even this standard. It will be the policy in 
the near future to require not only better certification but also more training 
experience for the teacher of a standard school. 

This will necessitate better salaries. The report of standard schools in- 
cluded herein will show the average salary per county during the past two 
years. The standard schools are paying higher salaries. 

Under the plan of standardization the type of buildings has improved. 
Instead of the unattractive, inefficient box model, the new buildings have 
modern plans employing in most cases finished basements, modern light, heat 
and ventilation systems, and often indoor chemical systems of toilets. 

Building plans for one and two-room schools showing the possibility of the 
installation of indoor toilets may be secured from the office upon request. 
The blue prints and specifications for these plans are furnished to the dis- 
tricts without cost. They are to be used merely as suggestions in developing 
detailed working plans suited to local needs. 



STANDARD AND SUPERIOR SCHOOLS TO JUNE 30, 1920. 



Standard 
Rural. 



County. 

Allen 8 

Anderson 12 

Barber 8 

Barton 2 

Bourbon 4 

Brown 36 

Butler 4 

Chase 4 

Chautauqua 2 

Cherokee 2 

Clark 4 

Clay 2 

Cloud 9 

Coffey 5 

Comanche 5 

Cowley 7 

Crawford 2 

Dickinson 10 

Doniphan 6 

Douglas 18 

Edwards 8 

Elk 2 

Ellis 2 

Ellsworth 1 

Finney 10 

Ford 9 

Franklin 20 

Geary 3 

Gove 4 

Graham 2 

Greeley 

Greenwood 3 

Hamilton 1 

Harper 5 

Harvey 11 

Haskell 1 

Hodgeman 1 

Jackson 18 

Jefferson 3 

Jewell 12 

Johnson 12 

Kingman 1 

Kiowa 15 

Labette 1 

Leavenwort h 1 

Lincoln 5 

Linn 2 



Standard 

Grade. 

1 



Superior. 
1 



Total. 
10 
12 

8 

2 

4 
41 

4 

4 

2 

2 

4 

2 

9 

5 

5 

7 

2 
10 

7 
19 

8 

2 

2 

1 
13 
10 
20 

3 

4 

2 

1 

4 

2 

5 
11 

1 

1 
22 

3 
12 
17 

1 
15 

1 
1 
5 
2 



48 



State Superintendent of Public Instruction. 



Standard 
Rural. 



County. 

Lyon •• 8 

Marion 10 

Marshall 9 

McPherson 36 

Meade 2 

Miami 13 

Mitchell 3 

Montgomery 13 

Morris IV 

Nemaha 2 

Neosho 1 

Norton 4 

Osage 3 

Osborne 4 

Ottawa 6 

Pawnee 13 

Phillips 2 

Pottawatomie 11 

Pratt 3 

Rawlins 2 

Reno 54 

Republic 12 

Rice 32 

Riley 9 

Russell 3 

Saline 6 

Sedgwick 9 

Shawnee 9 

Smith 2 

Stafford 18 

Sumner 10 



Thomas . . 
Trego .... 
Wabaunsee 
Wallace 
Washington 
Wichita 
Wilson . . . 
Woodson . 
Wyandotte 



Standard 
Grade. 



Superior. 



Total. 

8 
10 
10 
36 

2 
16 

4 
14 
18 

2 

1 

4 

3 

4 

6 
14 

2 
11 

5 

3 
54 
14 
34 

9 

3 

7 

9 

9 

2 
18 
10 

1 

3 

8 

1 

2 

1 

3 

5 

2 



Standardization of Rural and Gr.u)e Schools. 

I. PLAN. 

1. Standard Rural School. 

This classification may be given to any school employing not more than three teachers, 
in which no high-school work is done, provided the prescribed requirements are met. 

2. Standard Grade School. 

This classification may be given to any school under the supervision of the county 
superintendent, employing not fewer than two teachers in the grades and main- 
taining a nine-month term, provided the prescribed requirements are met. 

3. Superior School. 

This additional recognition may be given to any Standard Rural School that meets the 
superior requirements. 
A certificate will be granted by the State Board of Education showing the classification of 
each approved school, and a "Standard School" or "Superior School" plate will be placed 
above the door of each school so recognized. 



II. REQUIREMENTS. 



1. Standard Rural School. 



Yard and Outbuildings. 

1. School grounds at least one acre, and kept in good condition. 

2. Good approaches to the house. 

3. Trees and shrubs, where climatic conditions will permit. 

4. Two well kept, widely separated outhouses. 
. 5. Convenient fuel house properly located. 

6. Well, where possible. 



Kansas Rural-School Bulletin. 49 

The Schoolhouse. 

1. House well built, in good repair, and painted. 

2. Good foundation. 

3. Well lighted and giving sunshine. Light from at least two sides, left and rear, 

and permitting sunshine from at least one side. 

4. Each room well ventilated. 

5. Adjustable window shades. 

6. Suitable cloak-rooms for boys and girls. 

7. Attractive interior decorations. 

8. Good blackboards (slate preferred), set about 26 inches from .floor. 

9. Heated by a room heater with ventilator properly placed or by basemc>nt fur- 

nace which provides for proper ventilation. 
10. Floor and interior clean and tidy. 

Furnishings and Supplies. 

1. Desks suitable for children of all ages, and properly placed. 

2. Good teacher's desk and chair. 

3. Satisfactory bookcase. 

4. A good collection of juvenile books suitable as aids to school work as well as 

general reading. 

5. Primary reading chart. 

6. A Bible, set of good maps, a globe, and a dictionary. 

7. Sanitary water supply provided by the district board, thermometer, sweeping 

preparation. 

8. Sand table. 

9. Educational journals. 

10. Standard flag, properly displayed. 
The Organization. 

1. School well organized. 

2. Classification and daily register well kept. 

3. Definite daily program. 

4. Attendance regular and punctual. 

5. Discipline good. 

The Teacher. 

1. Must hold a state certificate, a first-grade county certificate, a normal-trainmg 

certificate, or must at least hold a second-grade certificate, and be a grad- 
uate of a four-year high school. 

2. Must receive at least the average salary of the county, and in no case less than 

$60 per month. 

3. Ranked by the county superintendent as a good or superior teacher. 

4. Must read Teachers' Reading Circle books, attend institutes and associations, 

and in other respects show a proper professional spirit. 

2. Standard Grade School. 

Class A. 

1. School term of nine months. 

2. At least four teachers giving full time to grade work, with adequate provision 

for supervision of the work in the grades. 
3 A standard of qualifications for teachers not lower than is required for any 
other type of standard school. The primary teacher should have special 
preparation for primary work. Tenure of teacher and quality of work to be 
considered. 

4. Building and equipment comparable to that required in an accredited high 

school. Proper lighting (permitting sunshine from at least one side), heat- 
ing, and ventilation, sanitary drinking and toilet facilities, and general 
cleanliness are essential. Provision for competent janitor service. 

5. A library chosen with consideration for the needs of the pupils in the several 

grades. There should be a minimum of at least fifty volumes for each room, 
and it should be the policy of the school to make additions each year. 
The library should contain supplementary and reference books as well as 
books for general reading. 

4 — ^Instruction — 3 737 



Kansas Rural-School Bulletin. 51 

6. Single desks of proper size. If desks are not adjustable tliere should be at 

least two sizes in each room. 

7. Teaching equipment essential to work of the highest order, including Bible, 

maps, globes, dictionaries, weights and measures, sand tables, Primary Read- 
ing chart and other primary supplies, flag. All equipment to be of stand- 
ard quality. 

8. Provision for systematic instruction in all the subjects outlined in the State 

Course of Study for Elementary Schools. Each teacher shall have a definite 
daily program of study and recitation. Credit will be given for supervised 
teaching of special subjects, such as music, drawing, manual training, do- 
mestic science, etc. 

9. The physical education of the pupils should receive proper attention. The 

teaching of hygiene with special reference to the effects of alcohol and nar- 
cotics upon the human system should be very practical in its nature, there 
should be daily corrective or preventive calisthenics or gymnastic exercises, 
and the school should have ample playground facilities. School sanitation 
should be taught in a practical way. 
10. Good school spirit and community interest. The attitude of pupils toward their 
work, and the attitude of the community toward the school and its interests 
are vital elements in the success or failure of any school. For that reason 
the spirit of the school itself and the support given it by the community will 
be given considerable weight in determining the rating of the school. 

Class B. 

Schools maintaining a nine-month term and employing two or more teachers in the 
grades, if unable to meet fully the requirements for a Class A school, may be 
given a rating in Class B. 

To qualify for this classification a school should approximate as closely as possible 
the requirements for a Class A school, and should in no case fall below the re- 
quirements for a Standard Rural School. 

Superior School. 

The Superior School must meet all the requirements for a Standard Rural School with 
the following additions and modifications: 

1. A schoolhouse of wholly approved architectural type, modern in all its ap- 

pointments. (Points to be especially noted: Well-lighted and giving sun- 
shine; light from at least two sides, left and rear; proper heating and 
ventilation, cloak rooms, work room, inclosed cupboards, good walks; build- 
ing and premises in best condition.) 

2. Single desks of at least four sizes, or adjustable desks of three sizes, properly 

placed. 

3. A Bible and library of at least 100 volumes of unquestionable quality, with at 

least ten selected for each grade. It is expected that additions will be 
made to the- library each year. (See Reading Circle list.) 

4. A good musical instrument. (Piano, organ, or victrola.) 

5. Other specified equipment: A set of eight or nine wall maps, suspension globe, 

one large dictionary and from three to six hand dictionaries, equipment for 
manual training and domestic science, superior type of bubbler drinking 
fountain, and a reasonable amount of playground equipment. (At least 
three of the following: Swings, teeters, basket ball, volley ball, turning bars, 
giant stride, slide, or similar apparatus.) 

6. Some systematic attention given to the teaching of manual training, home eco- 

nomics, or general handiwork. 
7'. Practical applications of the principles of school hygiene and sanitation. The 
following are mentioned as desirable school health activities: Simple eye 
and ear tests, keeping of height and weight measurements, serving of hot 
lunches, formation of good health habits and habits of personal cleanliness 
(morning inspection), junior health officer, corrective calisthenics or gym- 
nastic exercises, organizations of boys and girls tending to promote health 
conditions, such as boy scouts, camp-fire girls, little mothers' league, etc. 
While it is not expected that every teacher will be able to develop all these 
lines of activity, these suggestions will indicate where emphasis should be 
placed and the kind of health teaching that is desired. 



52 



State Superintendent of Public Instruction. 



8. A superior teacher holding a state certificate, a first-grade county certificate, or 

a normal -training certificate. (Quality of work and tenure of teacher are 
given consideration.) 

9. School term of not less than eight months, and salary not less than $70.00 

per month. 

10. Enrollment not fewer than ten pupils, with high per cent of attendance and no 

habitual tardiness. 

11. Strong supporting community interest. 




Diamond Valley Rural High School, Burdick, Morris County. The building was completed 
at the cost of $65,000. A steam heating system and an electric lighting system of the school's 
own are installed. The water supply is complete with bubbling fountains, and hot and cold 
water for laboratories, lavatories, shower baths and toilets. This is a purely rural community 
school. The district has an area of over seventy sections, with a valuation of $3,000,000. 



54 



State Superintendent of Public Instruction. 



"-CO -. 

2 -Or 
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■* CO - 



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Kansas Rural-School Bulletin. 57 

REPORT OF HIGH SCHOOL SUPERVISION. 



The High Schools of the State are supervised by two High School Super- 
visors under the direction of the State Superintendent of Public Instruction. 

Each High School in the state is visited at least once in two years. Report 
of the visitation is first made to the local Board of Education and Superin- 
tendent, and second, a report with recommendation for approval, or accredit- 
ment is made to the State Board of Education. 

During the school year of 1918-'19 a great many of the high schools were 
closed on account of the prevalence of influen-^a. However, 121 high schools 
in the State were visited during the year. Most of the visits were in the 
western part of the State. 

In 1919-'20, 360 High Schools were visited. 

The following statistics show somewhat in detail the work of the Super- 
visors : 

VISITATION WORK BY THE HIGH SCHOOL SUPERVISORS. 

For the year 1918-1919. 

Number of schools visited 121 

Number of schools recommended for accrediting: 

Class A 88 

Class B 81 

Class C 90 

Class D 197 

Total 456 

Number of schools recommended for approval: 

For a three-year course 15 

For a two-year course 28 

For a one-year course 2 

Total 45 

Number of private schools recommended for accrediting 27 

For the year 1919-1920. 

Number of schools visited 360 

Number of schools recommended for accrediting: 

Class A 94 

Class B 81 

Class C 100 

Class D 231 

Total 506 

Number of schools recommended for approval: 

For a three-year course 13 

For a two-year course 28 

For a one-year course 2 

Total 43 

Number of private schools recommended for accrediting 27 

THE ACCREDITING OF HIGH SCHOOLS. 

By legislative enactment in 1915, the responsibility for the standardization 
and accrediting of High Schools was given to the State Department of Public 
Instruction. 

During these five years of supervision, there has been a decided increase 
in the number of schools offering High School courses. Many new modern 
high-school buildings, well equipped with libraries, laboratories for science 



58 



State Superintendent of Public Instruction. 



and manual arts, and gymnasiums for physical training work, have been 
built. 

The reports of 1920 show an increase over 1915 of 119 four-year accredited 
schools, 16 approved schools for a two-year course and 7 private academies 
accredited but not classified. This makes a total increase of 142 accredited 
and approved schools in the five years. Of these 119 accredited high schools, 
50 were placed on the accredited list of 1919-1920. 

If the work of supervision is to accomplish definite results which are worth 
while, and thus justify the State in the expenditure of funds for this purpose, 
such supervision should be characterized primarily by a spirit of helpfulness. 
The majority of people wish good schools and are very willing to provide the 




Copeland Rural High School. The building is of tile and brick, and was erected in 

1919 at a cost of $24,000. It has its own electric lighting system, is heated by steam, 

and has a pressure tank water sj'stem. The community uses the building as a neighbor- 
hood center. 



necessary funds for their proper maintenance. It is therefore not so much a 
question of dictation as to the standard requirements that must be met in 
order that the school may be placed upon the accredited list, or if already on 
the list, that it may continue upon the list, as it is the emphasizing the condi- 
tions which are very necessary for the maintenance of a good school. 

In determining the standing of a school, certain definite standards are 
necessary, such as a modern building with proper lighting and heating; a 
sufficient number of well-qualified teachers ; a Bible and a well-selected library, 
and adequate laboratories, and a well-arranged course of study suited to the 
needs of the pupils. These are essential to good school conditions, but of 
greater significance than any of these standards is the spirit of the school and 
of the community back of the school. 

In their preparation and effort to secure accredited High Schools many 
School Boards and Superintendents fail to realize that primary and elementary 
children are to be their pupils later on, and often place these children in base- 
ments and other undesirable schoolrooms. Frequently they crowd large num- 



Kansas Rural-School Bulletin. 59 

bers of children into small rooms, poorly lighted, improperly ventilated, poorly 
equipped, dingy and unsanitary, forcing underpaid or poorly-prepared teachers 
to care for them as best they can, resulting in unsatisfactory work, defective 
eyesight, and weak bodies. 

Yet at the same time these officials frequently spend thousands of dollars 
on palatial High School buildings and massive auditoriums, with elaborate 
and costly high-school apparatus and equipment, for rooms which are used 
but little and then part time only for but a few pupils. This is unjust. 

Since the future of the high school must depend on the physical and mental 
development of these primary and elementary children, this Department 
is not now accrediting and will not in the future accredit or permit to remain 
on the accredited list any High School in which city pupils of the primary 
and elementary grades are not properly cared for. 

The students that come out of our high schools are the product of the 
schools, and if the product is not of the right type, if these boys and girls 
do not represent the best of young manhood and young womanhood of our 
Republic, the schools are largely a failure, and the spending of money for 
school buildings and equipment and teachers and courses of study is a waste 
of public funds. 

The following are the standards governing the accrediting and the approval 
of high schools. 

Standards for Accredited High Schools. 

1. Building and Equipment. 

The building should permit sunshine, be well lighted from two sides, left and rear, 
and properly heated and ventilated. It should be clean, comfortable, and attractive. 
The location, toilet facilities, water supply, and other hygienic conditions should be such 
as to insure the health of pupils and teachers. 

Ample room should be provided for carrying on the work of the school, and the 
various rooms should be designed and equipped to serve certain specific purposes. Each 
recitation room should be seated with clean, comfortable single desks, or desk-arm chairs, 
and should be provided with the necessary maps, charts, reference books, and other 
appliances likely to be needed in conducting the recitations to be held in that particular 
room. 

Where commercial work is offered, one room, at least, should be seated with regula- 
tion commercial desks. 

In the science recitation room there should be a demonstration desk for the use of the 
science teacher. 

The laboratory should be equipped with regulation laboratory tables and chairs and 
with cases in which to keep apparatus and supplies under lock and key. Apparatus and 
chemicals should be kept in separate cases. Where a supply is available the laboratory 
should be supplied with water, gas, and electricity. A sufficient amount of apparatus 
should be provided to enable the students to work individually or in pairs and to carry 
out the work required in a laboratory science. 

The library should consist of carefully chosen books of reference and supplementary 
readings upon the various departments of high -school work. It should be so located as 
to be most convenient to the study room, and a card index is indispensable for the best 
results. A first -class encyclopedia is a prime requisite in any reference library. 

2. CoTjRSE OF Study and Daily Program. 

There must be a definite course of study, approved by the State Board of Education, 
showing what subjects are taught each year and what subjects are open to the students 
of the various classes — freshman, sophomore, junior, and senior; and each student should 
be required to select his subjects from the list of subjects offered to the students. 

The course of study should not offer more work than can be taught by the teachers 



60 State Superintendent of Public Instruction. 

employed, and it should be reasonably permanent and not subject to coijiplete annual 
revision. 

The daily program should be so arranged as to avoid conflicts in the necessary subjects 
offered to the same student. 

3. Teachers. 

Each teacher should be selected with reference to his or her ability to teach one or 
more subjects in the course of study. 

All teachers should be well qualified; that is, they should be graduates of standard 
institutions of collegiate rank requiring the completion of a four-year course of 120 
semester hours in advance of a standard four-year high-school course; or they should be 
qualified by long experience and successful teaching. In every case the teacher must hold 
a certificate valid for teaching in high schools and granted by the Kansas State Board of 
Education, or by one of the Kansas State Normal Schools. 

No teacher should be required to conduct more than thirty-five classroom exercises or 
recitations a week, and in the case of the English and science department, where much 
time must be given to the correction of themes and notebooks and to the supervision of 
laboratory work, a maximum of twenty-five weekly recitations is recommended. 

• Thirty-five periods a week, including recitations, laboratory, study periods, and all 
other work, should be the maximum for any teacher. 

Superintendents and principals should be given, sufficient time to visit the various 
grades or departments for purposes of supervision. It is not the part of either efficiency 
or economy to employ a superintendent or principal and pay a salary commensurate with 
the office and then make of him a mere classroom teacher with no opportunity to perform 
the necessary duties of his office. 

4. Credits for Graduation. 

No school shall be accredited which does not require at lea.st fifteen units for gradua- 
tion. Sixteen units are recommended. 

A unit is understood to mean the credit given for the satisfactory completion of the 
study of any subject requiring preparation outside of the recitation, with five recitations 
a week for a full school year. 

In the case of scientific branches requiring laboratory practice there shall be not less 
than two double periods of laboratory practice each week. 

In penmanship, typewriting, manual training, sewing, cooking, drawing, music, and 
other subjects not requiring study and preparation for a recitation, a unit of credit re- 
quires a course of daily exercises, with douljle periods, extending through the year. 

5. Normal Amount of Work. 

The normal amount of work to be carried in any year by any student is understood 
to be four svibjects, and more than this should be discouraged. 

6. Admission and Advanced Credit. 

Students should be admitted to the high school only on the completion of the work 
of the elementary grades of a city school system, on graduation from the rural schools, as 
evidenced by a certificate or diploma issued by the county superintendent, or on the satis- 
factory passing of an equivalent examination. 

High-school credit work done in other schools should be given only on examination or 
on a transcript from an accredited or an approved high school ; and any school accepting 
without examination the work done in other than approved or accredited high schools will 
be regarded as making its own the standards of such schools, and this will be considered 
in determining its rating. 

7. Length of School Year. 

The school year should be at least thirty-six weeks in length, and no school will be 
accredited in which the school year is shorter than this. 

8. Recitation Periods. 

The recitation period should be arranged as best suited to the needs of the pupils. 
Laboratory periods and periods devoted to typewriting, manual training, domestic science, 
domestic art, drawing, and other subjects not requiring preparation for a recitation, should 
be double periods. 

9. Size of Classes. 

Classes should not be excessive in size. Twenty to twenty-five pupils is recommended. 
In manual training, domestic science and art, and in laboratory sections twenty pupils is 
recommended. 



Kansas Rural-School Bulletin. 



61 



10. Number of Teachers. 

In order that a school may be accredited there should be at least two teachers who 
devote their entire time to the high school. Where it is possible, a minimum of three 
teachers for the high school is recommended. 

11. Support by the Community. 

In determining the rating to be given the school, attention will be given to the interest 
of the patrons in the school as evidenced by the financial support given, the disposition 
to improve educational conditions, the policy of retaining teachers through a period of 
years rather than making frequent changes, and by the general spirit of educational 
progress. 

12. Spirit of the School. 

The efficiency of classroom instruction, the guiding and directing of study, the attitude 
of the students towards their work, their enthusiasm and seriousness of purpose, or lack 
of the same, their willingness to do thoroughgoing, painstaking hard work rather than to 
follow lines of least resistance, their courtLsy, or lack of the same, toward each other and 
toward their teacliers, their manners, and the general intellectual and moral tone of the 
school, are factors of the highest importance and will be given special consideration in 
determining the rating of the school. 

List of Accredited and Approved High Schools. 
The following is a list of the high schools accredited, or approved, for the 
year 1919-'20, the classification being based on the standards for accredited 
and approved high schools, adopted by the State Board of Education. 

Accredited. 



CLASS A. 



Co.) 



Abilene. 

Alma. 

Anthony. 

Arkansas City. 

Ashland. 

Atchison. 

Augusta. 

Baxter Springs. 

Belleville. 

Beloit. 

Belle Plaine. 

Bonner Springs. 

Bucklin. 

Burlington. 

Caldwell. 

Chanute. 

Chapman. 

(Dickinson Co.) 
Cherokee. 

(Crawford 
Cherryvale. 
Cimarron. 
Clay Center. 

(Clay Co.) 
Clyde. 
Coffeyville. 
Colbv. 

(Thomas Co.) 
Columbus. 

(Cherokee Co.) 
Concordia. 
Cottonwood Falls. 

(Chase Co.) 



Alden. 
Altamont. 

(Labette Co.) 
Alton. 
Altoona. 
Argonia. 
Asherville. 



Dodge City. 

Downs. 

Effingham. 

(Atchison Co.) 
El Dorado. 
Ellis. 

Ellsworth. 
Emporia. 
Eureka. 
Fort Scott. 
Frankfort. 
Fredonia. 
Galena. 
Garden City. 
Garnett. 
Girard. 
Goodland. 

(Sherman Co.) 
Great Bend. 
Greensburg. 

(Kiowa Co.) 
Halstead. 
Harper. 
Hays. 
Herington. 
Hiawatha. 
Hoisington 
Holton. 
Horton. 
Humboldt. 
Hutchinson. 
Independence. 

(Montgomery Co.) 



lola. 

Junction City. 

Kansas City. 

(Argentine High.) 
(Central High.) 
(Sumner High.) 

Kingman. 

Kinsley. 

Baowa. 

La Crosse. 

Lamed. 

Lawrence. 

Leavenworth. 

Lindsborg. 

Lyons. 

Manhattan. 

Mankato. 

Marion. 

Marysville. 

McPherson. 

Medicine Lodge. 

Minneapolis. 

Mulvane. 

Natoma. 

Neodesha. 

Newton. 

Nickerson. 
(Reno Co.) 

Norton. 

(Norton Co.) 

Oberlin. 

Olathe. 

Osawatomie. 



CLASS B. 



Assaria. 

Attica. 

Axtell. 

Baldwin. 

Blue Rapids. 

Burlingame. 

Burr Oak. 



Burrton. 

Caney. 

Cawker City. 

Cedar Vale. 

Clearwater. 

Clifton. 

Coldwater. 



Osborne. 

Ottawa. 

Paola. 

Parsons. 

Peabody. 

Pittsburg. 

Phillipsburg. 

Pratt. 

Rosedale. 

Russell. 

Sabetha. 

Salina. 

Sedan. 

Seneca 

Smith Center. 

Stafford. 

St. Francis. 

(Cheyenne Co.) 
St. John. 
Syracuse. 
Topeka. 
Valley Falls. 
Wa Keeney. 

(Trego Co.) 
Wamego. 
Washington. 
Wellington. 

(Sumner Co.) 
Wichita. 
Winfield. 
Yates Center. 



Colony. 

Council Grove. 

Covert. 

Douglass. 

Ellinwood. 

Erie. 

Eskridge. 



62 



State Superintendent of Public Instruction. 





CLASS B— Concluded. 




Florence. 


La Harpe. 


Oakland. 


Soldier. 


Formoso. 


Lebanon. 


Onaga. 


Solomon. 


Fowler. 


Lewis. 


Osage City. 


South Haven. 


Gardner. 


Liberal. 


Oskaloosa. 


Spearville. 


Garfield. 


Lincoln. 


Pawnee Rock. 


Sterling. 


Glen Elder. 


Logan. 


Pleasanton. 


Stockton. 


Goff. 


Lovewell. 


Plainville. 


Tonganoxie. 


Greenleaf. 


Lucas. 


Preston. 


Tribune. 


Hartford. 


Lyndon. 


Protection. 


(Greeley Co.) 


Highland. 


Macksville. 


Quenemo. 


Troy. 


Hill City. 


Marquette. 


Quinter. 


Valley Center. 


Hillsboro. 


Meade. 


Ransom. 


Waterville. 


Howard. 


Moline. 


Rose Hill. 


Wathena. 


Hoxie. 


Moran. 


Rossville. 


Waverly. 


Hunter. 


Mount Hope. 


Scandia. 


WellsviUe. 


Jetmore. 


Mulberry. 


Scott City. 


Wetmore. 


(Hodgeman Co.) 


Ness City. 


(Scott Co.) 


Wilson. 


Jewell. 


Nortonville. 


Sedgwick. 
CLASS C. 




Agenda. 


Everest. 


Linwood. 


Severy. 


Allen. 


Fall River. 


Little River. 


Sharon. 


Almena. 


Fairview. 


Luray. 


Sharon Springs. 


Atwood. 


Fellsburg. 


Madison. 


Silver Lake. 


(Rawlins Co.) 


Ford. 


Maize. 


Simpson. 


Beattie. 


Frontenac. 


McDonald. 


Spivey. 


Belpre. 


Galesburg. 


McLouth. 


St. John. 


Bentley. 


Glasco. 


Melvern. 


(Antrim.) 


Blue Mound. 


Greeley. 


Meriden. 


St. Marys. 


Bronson. 


Grinnell. 


Minneola. 


Summerfield. 


Brookville. 


G\T3Sum. 


Montezuma. 


Sylvan Grove. 


Burden. 


Harvej'ville. 


Morganville. 


Sylvia. 


Burns. 


Havensville. 


Morrill. 


Thayer. 


Bushton. 


Haviland. 


Mound City. 


Topeka. 


Canton. 


Hoyt. 


Mound Ridge. 


(Washburn Rural 


Centralia. 


Hugoton. 


MuUinville. 


High.) 


Chase. 


(Stevens Co.) 


Norcatur. 


Tescott. 


Cheney. 


Ir\ing. 


Norwich. 


Toronto. 


Claflin. 


Ingalls. 


Oakley. 


Utica. 


Coats. 


Johnson. 


Oswego. 


Wakefield. 


Conway Springs. 


(Stanton Co.) 


Oxford. 


Walton. 


Copeland. 


Kensington. 


Ozawkie. 


Walnut. 


Culver. 


Kincaid. 


Partridge. 


Webster. 


Cunningham. 


Kirwin. 


Perry. 


Westphalia. 


Delphos. 


La Cygne. 


Plevna. 


White Cloud. 


Denison. 


Lakin. 


Powhattan. 


White City. 


De Soto. 


Langdon. 


Randolph. 


White Water. 


Dighton. 


Lansing. 


Rantoul. 


Whiting. 


(Lane Co.) 


Lebo. 


Reading. 


Wilmore. 


Dorrance. 


Lenora. 


Republic City. 


Williamsburg. 


Dunlap. 


Leon. 


Riley. 


Winona. 


Elwood. 


Leoti. 


Robinson. 




Enterprise. 


(Wichita Co.) 


Rozel. 




Eudora. 


Le Roy. 


Savonburg. 
CLASS D. 




Al)byville. 


Basehor. 


Circleville. 


Falun. 


Ada. 


Bavaria. 


Clayton. 


Fulton. 


Adams. 


Belvue. 


Cleburne. 


Galva. 


Admire. 


Bendena. 


Climax. 


Garden Plain. 


Agra. 


Benedict. 


Codell. 


Garrison. 


Alexander. 


Bennington. 


Corning. 


Gaylord. 


Alta Vista. 


Benton. 


Courtland. 


Geneseo. 


Americus. 


Bern. 


Cuba. 


Goddard. 


Andover. 


Berryton. 


Cullison. 


Grenola. 


Anthony. 


Beverly. 


Deerfield. 


Gridley. 


(Spring Twp.) 


Bird City. 


Delia. 


Haddam. 


Arcadia. 


Brownell. 


Denton. 


Hamilton. 


Arlington. 


Bucyrus. 


Derby. 


Hamlin. 


Arma. 


Buffalo. 


Dexter. 


Hanover. 


Athens. 


Buhler. 


Easton. 


Hardtner. 


Athol. 


Bunker Hill. 


Edna. 


Harlan. 


Atlanta. 


Bushong. 


Edwardsville. 


Haven. 


Auburn. 


Byers. 


Elk City. 


Hazelton. 


Bazine. 


Carbondale. 


Elkhart. 


Herndon. 


Bancroft. 


Carlyle. 


Elmdale. 


Holcomb. 


Barclay. 


Cassoday. 


Elsmore. 


Hope. 


Barnard. 


Cedar. 


Englewood. 


Inman. 


Barnes. 


Chetopa. 


Esbon. 


Ionia. 



Kansas Rural-School Bulletin. 



63 





CLASS D- 


—Concluded. 






Isabel. 


Mildred. 


Plains. 


Stilwell. 




Jamestown. 


Milton. 


Pomona. 


Sublette. 




Jarbalo. 


Miltonvale. 


Portis. 


Tampa. 




Kanopolis. 


Monument. 


Potter. 


Topeka. 




Kansas City. 


Morehead. 


Potwin. 


(Highland Park 


.) 


(Wilson.) 


Morland. 


Pretty Prairie. 


Towanda. 




Keats. 


Mound Valley. 


Princeton. 


Trousdale. 




Kipp. 


Munden. 


Ramona. 


Turner. 




Lane. 


Narka. 


Randall. 


Turon. 




Latham. 


Neal. 


Redfield. 


Udall. 




Lecompton. 


Neosho Falls. 


Reece. 


Uniontown. 




Leonardville. 


Neosho Rapids. 


Reserve. 


Vermillion. 




Lincolnville. 


Netawaka. 


Richmond. 


Vernon. 




Linn. 


New Ulysses. 


Rock Creek. 


Vesper. 




Longford. 


(Grant Co.) 


Rosalia. 


Vinland. 




Louisburg. 


Norway. 


Roxbury. 


Viola. 




Louisville. 


Offerle. 


Russell Springs. 


Virgil. 




Long Island. 


Oketo. 


Saffordville. 


Waldo. 




Longton. 


Olsburg. 


Santa Fe. 


Welda. 




Lost Springs. 


Oneida. 


(Haskell Co.) 


Westmoreland. 




Mahaska. 


Overbrook. 


Sawyer. 


Wheaton. 




Maplehill. 


Overland Park. 


Scottsville. 


Willis. 




Mayetta. 


Padonia. 


Scranton. 


Wilsey. 




McCracken. 


Palco. 


Severance. 


Winchester. 




McCime. 


Psiradise. 


Sparks. 


Windom. 




Merriam. 


Parkerville. 


Spring Hill. 


Woodbine. 




Michigan Valley. 


Paxico. 


Stark. 


Woodston. 




Milan. 


Piedmont. 


St. George. 







Castleton. 

Cambridge. 

Delavan. 



Appanoose. 

Arnold. 

Belmont. 

Bloom. 

Brewster. 

Bridgeport. 

Carlton. 

Cedar Point. 

Chautauqua. 

Coolidge. 

CoUyer. 

Dresden. 



Durham. 
Edgerton. 
Elgin. 



Approved. 

THREE-YEAR COURSE. 

Halifax. 
Kackley. 



TWO-YEAR COURSE. 



Dwight. 

Elk Falls. 

Elmo. 

Fostoria. 

Fravel. 

Girard. 

(Fairview.) 
Havana. 
Hewins. 
Hollenberg. 
Holyrood. 
Jennings. 



Kanorado. 

Kismet. 

Lake City. 

Liberty. 

Morrowville. 

Moscow. 

Nashville. 

Navarre. 

Niles. 

Olivet. 

Palmer. 

Penalosa. 



Pearl. 



ONE-YEAR COURSE. 

Zeandale. 



St. Paul. 

(St. Francis.) 
West Mineral. 



Pierceville. 

Prescott. 

Prairie View. 

Raymond. 

South Hutchinson. 

Scammon. 

Talmage. 

Topeka. 

(Shorey.) 
Traer. 
Webber. 



Zenda. 



Private Institutions Accredited but Not Classified. 



Atchison — 

Mt. St. Scholastica Academy. 
Aurora — 

Aurora High School. 
Concordia — 

Nazareth Academy. 
Dodge City — 

St. Mary of the Plains Academy. 
Emporia — 

Normal High School. 
Harper — 

Harper Academy. 
Haviland — 

Haviland Academy. 
Hesston — 

Hesston Academy. 
Hillsboro — 

Tabor College Academy. 
Kansas City — 

Catholic High School. 



Lawrence — 

Oread High School. 
Leavenworth — 

Catholic High School. 

St. Mary's Academy. 
Lindsborg — 

Bethany College Academy. 
Manhattan — 

Sacred Heart Academy. 
McPherson — 

Central College Academy. 

McPherson College Academy. 
Miltonvale — ■ 

Wesleyan Academy. 
Newton — - 

Bethel College Academy. 
Northb ranch — 

Northbranch Academy. 
Ottawa — 

University Academy. 



64 State Superintendent of Public Instruction. 

Private Institutions — Concluded. 

Paola — St. Marys — 

Ursaline Academy. Immaculate Conception High School. 

Quindaro (Kansas City) — Topeka — - 

Western University Academy. Catholic High School. 

Salina — College of the Sisters of Bethany. 

St. John's Military Academy. Wichita — • 

Sacred Heart Academy. " Cathedral High School. 

Seneca — Mt. Carmel Academy. 

St. Peter and Paul's. Friends University Academy. 



FAILURES. 

Brave the storm and ride the gale! 
What if now and then you fail? 
What if difficulties rise? 
Just ahead the victory hes. 
Keep in mind when you're assailed, 
Every conqueror has failed. 

Trials mark the path of men. 
Hope has dawned to set again. 
Many a victor, cheered to-day, 
Had to battle with dismay ; ^ 
Long before success he knew 
He was called a failure, too. 

Failures mark the path to fame. 

Men must fight through loss and shame. 

Hurt and heart-ache and distress, 

For the glory of success! 

Every leader on the earth 

Has been tested for his worth. 

Brave the loss and bear the blow ! 
What if hope shall come and go? 
What if failure strikes at you? 
Keep the faith and fight anew, 
Keep your courage when assailed, 
Few succeed who've never failed. 

— Edgar A. Guest. 



Kansas Rural-School Bulletin. 



65 



Rural High Schools, 1919-1920. 



County 
. AND Location. 



Area of 
district, 
sq. mi. 



Valuation 

of 
district. 



Levy 
in 

mills. 



District 

own 
building? 



Teach- 



En- 
roU- 
meut. 



Rating of school, 
1919-'20. 



Allen: 

Carlyle 

Geneva 

Andenon: 

Welda 

Westphalia 

Atchison: 

Potter 

Barber: 

Lake City 

Barton: 

Pawnee Rock 

Brown: 

Everest 

Fairview 

Hamlin 

Padonia 

Powhattan 

Reserve 

Robinson 

Willis 

Chate: 

Elmdale 

Matfield Green . . . 

Saffordville 

Cheyenne: 

Bird City 

Clay: 

Longford 

Cloud: 

Miltonvale 

Comanche: 

Wilmore 

Cowley: 

Cambridge 

Dickineon: 

Solomon 

Woodbine 

Doniphan: 

Bendena 

Denton 

Highland 

Leona 

Severance (R.and 1 

Sparks 

Douglas: 

Eudora 

Lecompton 

Vinland 

Edwards: 

Fellsburg 

Offerle 

Trousdale 

EUis: 

Smoky Hill 

Ellsworth: 

Holyrood 

Lorraine 

Finney: 

Piereeville 

Ford: 

Ford 

Bloom 

Franklin: 

Appanoose 

Pomona 

Peoria 

Rantoul 

Richmond 



50 



46 

SOK 

34 

25M 
24J^ 
29H 
431/8 
271/2 

64 
36 
90 

206 



151 
16 



34 

395/8 
39J^ 
21 



19^4 

32J 



24^ 

383- 

59 

55 



$1,639,785 
440,000 

745,410 
2,129,858 

1,559,515 

950,000 

3,021,480 

5,060,232 
3,410,316 
2,950,483 
2,369,013 
2,600,600 
2,588,897 
3,918,311 
2,643,282 

3,250,055 
2,771,270 
3,342,080 

3,745,425 

1,719,183 

3,147,703 

2,277,045 

2,412,459 

2,000,000 
1,042,085 

3,343,874 



109 
7OK2 

98?4 

110 
85 

30 
35 
18 
30 



2,830,250 

2,400,000 

914,356 

2,800,000 
2,415,167 
1,368,050 

1,026,000 
2,000,000 
1.500,000 

262,289 

4,365,601 
2,880,722 

1,189,950 

2,526,205 
1,493,808 

987,935 
2,515,770 

947,365 
1.986,420 
1,700,000 



3.30 
7,00 

7.00 
4.25 

2.00 

4.00 

7.50 

4.11 
2.06 
1.59 
3.00 
3.61 
1.48 
1.60 
5.75 

4.00 
1.10 



2.00 
2.00 
4.00 
2.20 



5.30 



1.25 



7.00 



1.25 
4.00 

4.00 
9.34 
4.00 

4.00 



5.00 
8.20 



4.60 
4.50 



2.80 



3.00 
3.70 



Yes 

No 



Yes 

No 
No 
No 
No 
Yes 
No 
No 
Yes 

Yes 
Yes 
Yes 

No 

No 

Yes 

Yes 



Yes 
No 
No 
No 



Yes 

Yes 
Yes 

Yes 

Yes 
Yes 
Yes 



Y'es 
No 



No 



Yes 
Yes 



5.80 


Yes 


5.00 


No 


4.00 


Yes 


4.00 





14 

56 

49 
54 
20 
22 
.59 
20 
63 
34 

47 
10 
30 

28 

30 

80 

35 

25 

106 
22 

24 
31 
69 



Class D. 
Not approved. 

Class D. 
Class C. 

Class D. 

Approved 2 years. 

Class B. 

Class C. 
Class C. 
Class D. 
Class D. 
Class C. 
Class D. 
Class C. 
Class D. 

Class D. 
Not approved. 
Class D. 

Class D. 

Class D. 

Class D. ^ 

Class C. 

Approved 3 years. 

Class B. 
Class D. 

Class D. 
Class D. 
Class B. 
Not approved. 
Class D. 
Class D. 

Class C. 
Class D. 
Class D. 

Class C. 
Class D. 
Class D. 

Not approved. 

Approved 2 years. 
Not accredited. 

Approved 2 years. 

Class C. 
Approved 2 years. 

Approved 2 years. 
Class D. 
Not approved. 
Class C. 
Class D. 



5 — Instruction — 3737 



66 



State Superintendent oj%Puhlic Instruction. 



RURAL HIGH SCHOOLS, 1919-1920— Continued. 



County and 
Location. 



Gou: 

Gove 

Grainfield. . . 

GrinneU. . . . 

Park 

Quinter 

Graham: 

3ogue 

Hill City. . . . 

Morland 

Gray: 

Copeland. . . 

Ensign 

Ingalls 

Greenwood : 

Climax 

Fall River... 

Piedmont. . . 

Reece 

Tonovay. . . . 

Virgil 

Harper: 

Spring Twp . 
Haskell: 

Satan ta 

Sublette. . . . 
Jackson: 

Circleville.. . 

Delia 

Denison. ... 

Hoyt 

Mayetta. . . . 

Soldier 

Whiting 

Jefferson: 

Meriden .... 

Ozawkie. . . . 
Jewell: 

Athens 

Formoso . 

lonia 

Lovewell .... 
Johnson: 

DeSoto 

Edgerton 

Spring Hill . . 

Stanley 

Stilwell 

Kingman: 

Adams 

Belmont 

Cunningham. 

Nashville. . . . 

Norwich 

Spivey 

Zenda 

Kiowa: 

Haviland. . . . 

Mu)lin\'ille . . , 
Leavenworth: 

Basehor. . ^. . . 

Easton 

Jarbalo 

Lansing 

Linwood 

Tonganoxie. . 
Lincoln: 

Beverly 

Lyon: 

Bushong 

McPhcrson: 

Inman 

Roxbury 



Area of 

district, 
sq. mi. 



250 

72 
130 

27 
180 

125 
170 
150 

198 
182 

272 



234 
251 



54 



5234 



41i'c, 
36^4 



35 



43 
36 

48 
25 
29 
38 
36 

45 
40 

72 
54 
72 
45 

72 

33 
216 

36 
60 
39 
36 
48. 



103 
50 



Valuation 

of 
district. 



Levy 
in 

mills. 



$1,551,925 

1,372,639 

2,136,539 

447,875 

2,643,009 

2,000,000 
4,000,000 
3,000,000 

2,000,000 
3,500,000 
3,073,976 

1,823,923 
1,846,019 
2,400,000 
1,336,702 
1,648,683 
1,600,000 

1,996,427 

2,100,000 
2,346,032 

3,000,000 
2,274,918 
2,650,000 
2,805,000 
2,700,000 
2,707,254 
2,936,500 

2,750,000 
1,319,060 



1,627,584 

800,000 

2,250,000 

3,500,000 



48?i 



3,500,000 
2,000,000 
800,000 
3,161,047 
2,512,000 

1,250,000 
1,127,208 
2,225,000 
1,715,916 
2,754,422 
1,300,000 
2,225,000 

1,868,766 
4,489,531 

2,296,120 
4,000,000 
1,700,000 
8,931,060 
1,250,000 
1,423,550 

4,393,725 

1,725,100 

3,800,000 
1,990,000 



3.00 
10.00 
2.10 
4.70 
3.25 



6.00 
'10.00 



5,00 

7.00 
4.00 
2.90 



1.05 
7.00 



3.90 



3.00 



4.00 
4.00 
3.00 
4.00 
2.80 



3.50 
1.20 



1.60 



6.10 
8.00 
8.00 
2.00 



District 

own 
building? 



No 
Yes 
No 
No 
Yes 



Yes 
No 
Yes 

Yes 
Yes 
No 
No 
No 



Yes 
No 



Yes 
Yes 
No 
No 
Yes 
No 



4.00 


Yes 




Yes 




Yes 


• 6.50 




16.50 




3.05 


Yes 


4.00 


Yes 




Yes 


10.00 






Yes 


2.00 


Yes 


4.00 


No 


3.00 


No 




Yes 


2.00 


No 


2.00 


No 


2.00 


No 




No 



No 
No 



No 



Yes 



No 
Yes 



No 



Teach- 
ers. 



Enroll- 
ment. 



16 
21 

43 
38 

84 
53 
43 
87 
60 

70 
51 

31 
60 
24 
37 

58 
23 
43 
17 
37 

17 

17 
46 

6 
47 
61 

7 

50 
33 

21 
45 
49 
58 
36 
109 

53 

32 

33 
34 



Rating of school, 
1919-'20. 



Not accredited. 
Not accredited. 
Class C. 
Not approved. 
Class B. 

Not approved. 
Class B. 
Class D. 

Class C. 

Not approved. 

Class C. 

Class D. 
Class C. 
Class D. 
Class D. 
Not approved. 
Class D. 

Class D. 

Not approved. 
Class D. 

Class D. 
Class D. 
Class C. 
Class C. 
Class D. 
Class B. 
Class C. 

Class C. 
Class C. 

Class D. 
Class B. 
Class D. 
Class B. 

Class C. 

Approved 3 years. 
Class D. 
Not accredited. 
Class D. 

Class D. 

Approved 2 years. 
Class C. 

Approved 2 years. 
Class C. 
Class C. 
Approved 1 year. 

Class C. 
Class C. 

Class D. 
Class D. 
Class D. 
Class C. 
Class C. 
Class B. 

Class D. 

Class D. 

Class D. 
Class D. 



Kansas Rural-School Bulletin. 



67 



RURAL HIGH SCHOOLS, 1919-1920-CoNTiNnED. 



County and 
Location. 



Miami: 

Bucyrus. . . 

Fontana. . . 

Louisburg. . 

Wea 

Mitchell: 

Asherville. . 

Hunter. . . . 

Simpson.. . . 
Monigomery: 

Tyro 

Morris: 

Burdick 

Delavan. . . 

Dunlap . . . . 

Dvright. . . . 

Parkerville. 

Wilsey 

Nemaha: 

Bancroft . . . 

Bern 

Corning 

Goff 

Oneida 

Wetmore . . . 
Ness: 

Brown ell. . . 

Ransom 

Utica 

Norton: 

Lenora 



Barclay 

Carbondale .... 

Michigan 

Overbrook. . . . 
Oshorne: 

Alton 

Covert 

Ottawa: 

Ada 

Pawnee: 

Burdett 

Garfield 

Pottawatomie: 

Emmett 

Fostoria 

Garrison 

Havensville. . . 

Louisville 

Olsburg 

St. George. . . . 

Westmoreland . 
Pratt: 

Byers 

Cullison 

Glendale 

Rawlins: 

McDonald. . . 
Reno. 

Abbyville 

Arlington 

Castleton 

Haven 

Langdon 

Partridge 

Plevna 

Pretty Prairie . 

Sylvia 

Turon 



Area of 

1 district, 
sq. mi. 



301/2 
36 
521 
16 

37;4 



Valuation 

of 
district. 



77 

5IK2 

61 

631/2 

45 

83 

325i 

36 

60 

50J^ 

553/8 

443^ 

lOOH 



851 

473/8 

37 

42}^ 

33ii< 

59K 



65^ 

39 

85 
38 

132 

46 

81 

401^ 

56 

50 

58 

63 

90 

70 

54 



$2,626,809 
2,165,699 
3,024,392 
1,071,780 

1,850,324 
2,2,')0,000 
1,927,910 

405,000 

2,039,046 
2,000,000 
2,600,000 
2,225,404 
1,404,588 
3,009,328 

1,709,354 
3,099,644 
3,500,000 
2,827,579 
4,104,780 
3,246,750 

2,247,031 

"iiies^Mi' 

2,333,608 

1,023,748 
1,600,000 
1,113,147 
3,500,000 

2,214,050 
1,370,000 

719,740 

2,616,149 

1,241,887 

2,588,043 
1,448,014 
1,448,080 
1,977,628 
1,800,000 
1,900,838 
1,742,000 
2,250,623 

1,376,198 
3,061,436 
1,186,207 

1,326,551 

2,246,434 
3,332,340 
2,000,000 
4,000,000 
2,096,977 
3,436,254 
2,512,976 
3,600,000 
3,359,758 
2,770,000 



Levy 

in 
mills. 



District 

own 
building? 



3.00 

lo'oo' 



4.40 
3.50 



2.80 
4.00 
7.30 
2.50 



9.00 
2.75 
3.25 
9.60 
2.50 

10.55 
11.00 
16.075 



3.00 



4.00 
2.50 



3.50 
7.33 



1.00 
3.00 
3.40 
2.50 
14.00 
2.87 
2.75 

4.10 
4.00 
2.20 

4.00 



3.00 
6.90 
5.50 
3.40 
2.50 
4.00 
1.66 
1.49 
24 00 



Teach- 
ers. 



Yes 
No 

No 
No 

Yes 
Yes 
No 



Yes 
Yes 
Yes 
No 
Yes 
No 

Yes 
No 
Yes 
Yes 
No 
No 

No 



No 

No 



No 
No 



No 
Yes 



No 



No 
No 



Enroll- 
ment. 



No 
No 
No 



No 



Yes 
Yes 



Yes 



Yes 
No 



No 
Yes 
Yes 
No 
No 
No 
No 



2 


19 


3 


47 


1 


15 


3 


42 


3 


32 



32 

37 
47 

16 
11 
23 
73 
42 
27 
20 
45 

41 
29 
11 

65 

51 
50 
25 
57 
46 
47 
38 
58 
56 
81 



Rating of school, 
1919- '20. 



Class D. 
Not approved. 
Class D. 
Not approved. 

Class B. 
Class B. 
Class C. 

Not approved. 

Organization irieomiilele. 
Approved 3 vears. 
Class C. 

Approved 2 years. 
Class D. 
Class D. 

Class D. 
Class D. 
Class D. 
Class B. 
Class D. 
Class B. 

Class D. 
Class B. 
Class C. 

Class C. 

Class D. 
Class D. 
Class D. 
Class D. 

Class B. 
Class B. 

Class D. 

Not aoproved. 
Class's. 

Not approved. 
Approved 2 years. 
Class D. 
Class C. 
Class D. 
Class D. 
Class D. 
Class D. 

Class D. 
Class D. 
Not approved. 

Class C. 

Class D. 
Class D. 

Approved 3 years. 
Cla-ss D. 
Class C. 
Class C. 
Class C. 
Class D. 
Class C. 
Class D. 



68 



State Superintendent of Public Instruction. 

RURAL HIGH SCHOOLS, 1919-1920— Concluded. 



countt and 
Location. 


Area of 

district, 
sq. mi. 


Valuation 

of 
district. 


Levy 

in 
mills. 


District 

own 
building? 


Teach- 
ers. 


Enroll- 
ment. 


Rating of school, 
1919-'20. 


Republic: 


37 


82,295,198 




Yes 


4 
2 
4 

3 
4 

1 

3 
3 
3 
4 
4 

2 
3 

2 
6 

4 

5 

2 
3 
2 


85 
28 
73 

45 
39 
16 

34 
46 
60 
54 
83 

16 
75 

21 
84 

45 

48 
14 
33 
17 


Class C. 




Class D. 






1,300,000 

3,670,051 

4,739,927 
2,492,486 

2,500,000 
1,717,000 


6.50 

"i'bi 

4'6o 
10.35 

9.35 
10.00 

4.00 
4.00 

7.50 
3.50 

4 50 

3.00 

.64 

7.00 

1.50 

1.50 

3.50 
2.40 
10.00 

■■i'56" 

3 50 
9.40 
4.00 

2.38 


No 
No 
Yes 

No 
Yes 
No 
No 

No 

No 
No 

Yes 

Yes 

Yes 
Yes 
No 

No 
No 
No 
No 

Yes 

Yes 

Yes 
Yes 
Yes 
No 
No 

Yes 

Yes 

Yes 

No 

No 
Yes 
Yes 


Class B. 


Rice: 


583-4 

71 
60 

40^4 

49 

63 

68 
69 

56 
109 

71 
120 

llOJ-j 

66 
36 

87 

Slh 

49 

633/i 

38 

36 

113 

40H 

31 

48 

23 

46 

38 


Class C. 


Chase 


Class C. 
Approved 2 years. 


Riley: 
Cleburne 


Class D. 




Class D. 




Class D. 






Class C. ■ 


Riley 




Class C. 


Books: 
Codell 


1,138,813 
2,701,000 

1,951,525 
3,000,000 

3,500,000 

3,207,070 
1,690,240 
2,591,629 
1,759,696 
1,330,795 
4,586,415 
2,773,755 

1,902,788 

1,754,791 

1,195,145 
1,456,635 
4,250,000 
1.450,000 
3,500,000 

2,115,000 
1,016,010 
1,130,599 

1,657,889 


Class D. 




Class D. 


Rusk- 


Organization incomplete. 




Class A. 


Russell: 


Class C. 


Saline: 

Assaria 

Bavaria 


Class B. 
Class D. 
Class C. 


Falun 


Class D. 












Organization incomplete. 


Smolan 

Sedgu-ick: 

Bentley 

Seward: 

Kismet 

Shavmee: 

Auburn 

Berryton 

Seaman 

Tecumseh 

Washburn 

Smith: 

Athol 


1 
3 

1 

3 
3 

1 
2 
5 

2 
2 
3 

3 

1 

4 
3 
5 

1 

6 

1 
4 
2 
2 

2 
3 

1 

2 
4 


11 

22 

9 

39 
46 
29 
130 
150 

23 
24 
40 

26 

9 

64 
25 
117 

4 

119 
7 
61 
39 
22 

28 
28 
12 

9 

40 


Not approved. 

Class C. 

Approved 2 years. 

Class D. 
Class D. 

Approved 2 years. 
Not accredited. 
Class C. 

Class D. 




Class D. 




32 
45 


Class D. 


Stafford: 


Class C. 


Stevens: 


Approved 2 vears. 


Sumner: 


36 

74 

23 

96 
100 
54 
90 
60 


1,437,375 
2,000,000 
3,334,000 


3.50 
4.00 
4.00 


Class B. 




Class D. 


South Haven 

Thomas: 


Class B. 

Not approved. 


Wabaunsee: 




10.20 
1.20 
3.50 


No 

No 
Yes 

No 
No 

■ ' No' ' ' 

No 
Yes 


Class B. 




2.130,000 
3,000,000 


Approved 2 years. 


Harveyville 

Maple Hill 


Class C. 
Class D. 




1,250,000 

707,365 

2,847,013 

533,460 

1,061,225 

1,800,000 


1.50 

7.00 
2.00 
4.50 

3.75 


Class D. 


Washington: 


Class D. 




16 


Class D. 




Approved 2 years. 


Woodson: 


30H 

271/2 


Class D. 


Wyandotte: 
Piper 


Not accredited. 



Note.— The above data is taken from the reports of 1919-1920. 



70 



State Superintendent of Public Instruction. 




Crawford County High School boys selecting seed corn. 



VOCATIONAL EDUCATION. 

(Smith -Hughes Act.) 

Report of the Director for the Years 1918-19, 1919-20. 

The federal act known as the Smith-Hughes law, appropriating federal 
money in aiding the states in establishing and promoting vocational education 
in agriculture, trades and industry and home economics, was passed and ap- 
proved February 23, 1917. The state of Kansas, through its Governor and legis- 
lature, accepted the act promptly, and in February, 1918, Mr. H. L. Kent was 
made State Director of Vocational Education. During the remainder of the 
school year of 1918 the work progressed rapidly and six schools in vocational 
agriculture were approved and aided, and war training work was organized in 
several centers as shown by the report of the Director in the twenty-first bi- 
ennial report. 

No work in vocational home economics was organized during the school 
year 1918, and because of the small appropriation for home economics, which 
is only 20% of the total amount allowed for trade and industry and home eco- 
nomics, the organization of vocational home economics work has not kept 
pace with agricultural, trade and industrial work. 

In July, 1919, a State Supervisor of Vocational Agriculture was authorized 
and Mr. William R. Curry was appointed to this position. In November, 

1919, the appointment of a State Supervisor for Trade and Industrial work was 
authorized and Mr. L. E. Nofsinger was appointed to this position. In May, 

1920, Mr. C. V. Williams, formerly with the Federal Board for Vocational 
Education, succeeded H. L. Kent as Director, upon his resignation to assume 
the Superintendency of the Fort Hays Kansas Experiment Station. In Sep- 
tember, 1920, a State Supervisor of Vocational Home Economics was 
authorized. 



72 



State Superintendent of Public Instruction. 



During the current biennium the organization for administration of voca- 
tional education has been gradually shaping itself and at the close of this 
biennium the vocational program is organized for effective work. 



VOCATIONAL AGRICULTURE. 



During the school year ending June 30, 1919, sixteen high schools were re- 
ceiving aid for vocational agriculture instruction as follows: 



School. Enrollment. 
Arkansas City H. S 19 



Atchison Co. H. S 

Crawford Co. H. S 

Dickinson Co. 11. S 

Fort Scott H. S 14 

Garden City H. S 14 

Harper H. S 23 

Havensville R. H. S 15 

Labette Co. H. S 12 

Lawrence H. S 32 



12 
10 
31 



School. Enrollment. 

Marysville H. S 11 

Tonganoxie H. S 9 

Topeka Educational and Industrial In- 
stitute 6 

Washburn R. H. S 15 

Webster Consolidated School 12 

Winfield H. S 24 

Total 243 



For the School year of 1919-20 which ended June 30, 1920, thirty-two 
schools received Federal and State aid as follows: 

School. Enrollment. 

Abilene H. S 13 

Alma H. S 13 

Arkansas City H. S 23 

Atchison Co. H. S 17 

Bonner Springs H. S 18 

Burlington H. S 32 

Clay Center H. S 10 

Coffeyville H. S 12 

Crawford Co. H. S 13 

Dickinson Co. H. S 34 

Fort Scott H. S 11 

Garden City H. S 17 

Harper H. S 21 

Havensville R. H. S 19 

Kingman H. S 14 

Labette Co. H. S 25 

Lawrence H. S 40 

Lincoln H. S 16 

Schools have been approved for aid in the order in which their applications 
have been filed. More rural high schools are petitioning for aid at the time 
of compiling this report. 

The schools in centers in which vocational work is being conducted are 
being closely supervised and directed in their vocational programs. High class 
instructors have been secured by the schools receiving aid; and by means of 
conferences, annual and sectional, held at different times in different sections 
of the state, the director and supervisors have been lending every aid possi- 
ble to the organization and conduct of the vocational work in schools receiv- 
ing aid. 

TRADE AND INDUSTRY AND HOME ECONOMICS. 

At the close of the school year of 1918 vocational work in Kansas in trade, 
industry and home economics was just beginning to be established. Trade 
and industrial work had grown to such an extent that at the close of the 



School. Enrollment. 

McPherson H. S 17 

Marysville H. S 11 

Osborne H. S 15 

Oskaloosa H. 3 17 

Phillipsburg H. S. 12 

Pratt H. S 11 

Reno Co. H. S 24 

Stafford H. S 20 

Tonganoxie H. S 9 

Topeka Educational and Industrial In- 
stitute 9 

Washburn R. H. S 18 

Webster Consolidated H. S 17 

Western University (Quindaro) 11 

Winfield H. S 51 

Total 615 



Kansas Rural-School Bulletin. 



73 



school year 1919 there were 256 enrolled in evening classes and 52 in all-day 
classes. There were 20 evening classes and 6 all-day classes. 

At the close of the year 1920 there were 425 enrolled in evening classes 
and 109 in all-day classes. One part-time class in salesmanship was just 
started in the spring of 1920, having an attendance of 10. Home economics 
classes had an enrollment of 184 at the close of the school year 1919 and 492 at 
the close of the school year 1920. There were eight evening classes in 1919 
and 12 in 1920. The all-day classes at the close of 1919 had an enrollment of 
27 and at the close of 1920 had an enrollment of 91. At the close of 1919 there 
were 2 all-day classes in home economics. At the close of 1920 there were 10 
classes in home economics. 

The growth just indicated is very pleasing considering thg short time in 
which the local communities have had opportunity to get acquainted with 



^ 


M 







Havensville Rural High School, Pottawatomie County. Vocational boys studying sheep. 



this work. The following centers were reimbursed in 1919 for either one or 
the other of the two types of work: 

State Manual Training Normal School, Pittsburg. 

Topeka Educational and Industrial Institute. 

Wichita High School. 

Baxter Springs. 

Galena. 

Kansas City, Kansas. 

Riverton. 

In 1920 Western University, Kansas City, Kansas, and the Arkansas City 
High School had been added to the list of those receiving aid. 

The type of work offered in the. home economics courses has been millinery, 
cooking, sewing and dressmaking. The trade and industrial classes have of- 
fered work in assaying, geology and mineralogy, shop mathematics, survey- 
ing, auto mechanics, blacksmithing, boiler layout, estimating for carpenters, 
blue print reading, machine shop practice, sheetmetal layout, steam fitting, 
armature winding, drafting, principles of electricity, advanced electricity. 



74 



State Superintendent of Public Instruction. 



steam engines, strength of materials, coal mining, part time salesmanship, and 
tailoring. The demand for aid for home economics classes was much greater 
than the amount available. Practically all the money for the trade and in- 
dustrial and home economics classes was spent with the exception of the part 
available for part-time classes only. 

The following table gives some comparative figures for the year 1918-1919 
and the year 1919-1920: 

TRADE AND INDUSTRY. 
1918-1919 and 1919-1920. 



• 


Centers. 


Classes. 


Students 
enrolled. 


Instruc- 
tors. 


Reimburse- 
ments for 
salaries. 


Evening: 
1918-19 


5 
6 


20 
34 


256 
425 


21 
31 


$1,722.20 


1919-20 


4,271.00 






Increase 


1 


14 


169 


10 


S2,548.80 






All dav: 
1918-19 


2 
3 


6 
13 


52 
109 


6 
13 


$2,590.72 


1919-20 


6,335.22 








1 


7 


57 


7 


$3,744.50 






Part-time: 

1918-19 



1 



1 



10 



1 


$0.00 


1919-20 


160.00 








1 


1 


10 


1 


$160.00 






Totals: 

1918-19 


7 
8 


26 

48 


308 
544 


27 
44 


$4,312.93 


1919-20 


10,768.22 






Increase 


1 


22 


236 


17 


$6,455.30 



HOME ECONOMICS. 



Evening: 

1918-19 


2 
3 


8 
12 


184 

492 


8 
12 


$1,334.72 


1919-20 


2,693.59 








1 


4 


308 


4 


$1,358 87 






All day: 
1918-19 


1 
3 


2 
10 


27 
91 


2 
6 


$720.00 


1919-20 


4,530.00 








2 


8 


64 


4 


$3,810 00 






Totals: 

1918-19 


3 
5 


10 
22 


211 
583 


10 

18 


$2,054.72 


1919-20 


7,223.59 






Increase 


2 


12 


372 


8 


$5,168.87 



TEACHER TRAINING. 

The Smith-Hughes law provides that a portion of the funds appropriated 
shall be used for the training of teachers of agriculture, trades, industry and 
home economics. During the biennium the State Agricultural College at 
Manhattan has been approved and received Federal and State aid for train- 
ing teachers of vocational agriculture. The State. Agricultural college and the 
University of Kansas have been approved and received Federal and State 
aid for training teachers of vocational home economics. The Kansas State 



Kansas Rural-School Bulletin. 



75 



Manual Training and Normal School at Pittsburg has been approved for 
training teachers of trade and industrial subjects, but no enrollment in resi- 
dence classes has been had. The State Board in appointing a supervisor and 
teacher training agent for trade and industrial subjects designated the larger 
portion of his time to be used as teacher training agent. In this capacity the 
State Supervisor has organiz?H teacher training classes and foremanship 




Orval Dick and his tool chest. Vocational work in the Crawford County 
High School. 



classes in different centers where a supply of trade teachers has been needed in 
the conduct of evening classes in trades and industry. 

The Director and his assistants as administrative agents for the Board are 
in charge of teacher training work. During the biennium several conferences 
have been held with members of faculties of approved institutions, assisting 
them in the organization of their work in conformity with the requirements 
of the Smith-Hughes law. 

The Director has given much time to establishing standards for schools and 
teachers, to meeting with school officers to explain the purposes of vocational 
education and the provisions of the law. The attendance of both the Di- 
rector and his assistants upon national and regional conferences called by the 
Federal Board in organization and promotion of the work has been of great 
benefit to the work in Kansas. 



76 



State Superintendent of Public Instruction. 



FINANCIAL REPORT. 

FOR FISCAL YEAR ENDING JUNE 30, 1920. 



Funds Available. 



For Agriculture 

For Trade and Industry and Home Economics 

For training teachers of Agriculture, Trade and Industry and 
Home Economies 



Totals. 



Expenditures. 

Salaries for teachers of Agriculture and State Supervisor 

Salaries of teachers of Trade and Industry and Home Econo- 



Teacher training 

Administrative expenses, including office furniture, equip- 
ment, etc 



Total expenditures 

Unexpended balance reverts to Federal and State Treasury . 

Grand totals 



From 

Federal 

appropriation. 



$24,259.09 
11,675.64 



16,606.66 



$52,541.39 



$22,198.41 



7,719.24 
5,588.79 



$35,506.44 
17,034.95 



.'(52,541.39 



From 

State 

appropriation. 



$24,259.00 
11,076.00 



$52,541.00 



$22,198.41 



10,547.94 
5,588.79 



8,795.53 



$47,130.67 
5,410.33 



$52,541.00 



Tota 



$48,518.09 
23,351.64 



33,212.66 



$105,082.39 



$44,396.82 



18,267.18 
11,177 58 



8,795.53 



$82,637.11 
22,445.28 



$105, 082.. S9 




Nurses' training class. Kansas Industrial and Educational Institute. 



Kansas Rural-School Bulletin. 



77 



DETAILED STATEMENT OF EXPENDITURES FOR YEAR ENDING JUNE 30, 1920. 



From funds for teachers and supervisors and directors of agri- 
culture: 

Salary for Supervisor 

Reimbursement for part of salary of teacher in: 

Abilene High School 

Alma High School 

Arkansas City High School 

Atchison County High School (Effingham) 

Bonner Springs High School 

Burlington High School 

Clay County High School (Clay Center) 

Coffeyville High School 

Crawford County High School (Cherokee) 

Dickinson County High School (Chapman) 

Fort Scott High School 

Garden City High School 

Harper High School 

Havensville Rural High School 

Kingman High School 

Labette County High School (Altamont) 

Lawrence High School 

Lincoln High School 

McPherson High School 

Marysville High School 

Osborne High School 

Oskaloosa High School 

Phillipsburg High School 

Pratt High School ^._ 

Reno County High School (Nickerson) 

Stafford High School 

Tonganoxie High School 

Topeka Educational and Industrial Institute 

Washburn Rural High School (Topeka) 

Webster Consolidated High School 

Western University (Quindaro) 

Winfield High School 



Totals. 



From funds for trade and industry: 
For All-Day Schools: 

Kansas State Manual Training 

Normal School, Pittsburg 

Topeka Educational and Industrial Institute 

Western University, Quindaro 

For Part-Time Classes: 

Wichita 

For Evening Classes: 

Baxter Springs 

Galena 

Kansas City, Kansas 

Kansas State Manual Training Normal School, Pitts- 
burg .• 

Riverton 



Totals. 



From funds for home economics: 
For All-Day Schools: 

Arkansas City High School 

Topeka Educational and Industrial Institute 

Western University, Quindaro 

For Evening Classes: 

Kansas City, Kansas 

Kansas State Manual Training Normal School, Pitts- 
burg 

Wichita High School 



From Federal 
funds. 



$625.10 

702.60 
506.25 
750.00 
739.50 
750.00 
750.00 
343.75 
250.00 
750.00 

1,500.00 
750.00 
750.00 
750.00 
750.00 
505.20 
750.00 

1,305.91 
396.00 
433.33 
712.50 
460.40 
487.50 
393.75 
436.87 
995.00 
750.00 
750.00 
443.75 
750.00 
537.50 
316.50 

1,107.00 



$22,198.41 



$380.11 



1,442.50 
1,345.00 

81.00 

141.00 
50.00 

982.75 

833.75 
128.00 



$5, .384. 11 



Totals. 



$275.37 
456.43 
456.43 

766.00 

222.40 
158.50 

$2,335.13 



From State 
funds. 



$625.10 

702.60 
506.25 
750.00 
739.50 
750.00 
750.00 
343.75 
2.50.00 
750.00 

1,500,00 
750.00 
750.00 
750.00 
750.00 
505.20 
750.00 

1,305.91 
396.00 
433.33 
712.50 
460.40 
487.50 
393.75 
436.87 
995.00 
750 00 
750.00 
443.75 
750.00 
537.50 
316.50 

1,107.00 



Totals. 



$22,198.41 



$380.11 



1,442.50 
1,345.00 



141.00 
50.00 

982.75 

833.75 
128.00 



$5,384.11 



$1,234.63 

983.57 

1,123.57 



422.19 
158.50 



$4,888.46 



$1,250.20 

1,405.20 

1,012.50 

1,500.00 

1,479.00 

1,500.00 

1,500.00 

687.50 

500.00 

1,500 00 

3,000 00 

1,500.00 

1,500.00 

1,500.00 

1,500.00 

1,010.40 

1,500.00 

2,611.82 

792,00 

866.66 

1,425.00 

920.80 

975.00 

787.50 

873.74 

1,990.00 

1,500.00 

1,500.00 

887.50 

1,500,00 

1,075.00 

633.00 

2,214.00 



$44,396.82 



$760.22 



2,885.00 
2,690.00 

162.00 

282.00 

100.00 

1,965.50 

1,667.50 
256.00 



$10,768.22 



$1,510.00 
1,440.00 
1,580,00 

1,732,00 

644,59 
317.00 

$7,223.59 



78 



State Superintendent of Public Instruction. 



DETAILED STATEMENT— Concluded. 



From funds for teacher training: 
For Agriculture: 

Kansas State Agricultural College, Manhattan 

Salary and Expenses of Supervisor (in part) 

For trades and Industries: 

Salary and Expenses of Teacher Training Agent and 

Supervisor, appointed February 1 

For Home Economics: 

Kansas State Agricultural College, Manhattan 

Kansas University, Lawrence 



Totals. 



For Administrative Work: 
Telephone and telegraph. 



Clerical assistance 

Director's salary 

Travel... 

Redecorating offices (Topeka) 

Supplies 

Equipment new offices (Manhattan) . 

Totals 



From Federal 
funds. 



,366.77 
,292.70 



,410.08 
,362.35 



S6,213.89 



From State 
funds. 



$1,366.77 
1,292.70 



782.03 



1,410.08 
1,362.35 



$6,213.93 



$88.61 

725.87 

1,063.35 

1,998.46 

1,391.16 

576.27 

336.95 

2,614.86 



$8,795 53 



Totals. 



$2,733.54 
2,585.40 



1,564.02 



2,820.16 
2,724.70 



$12,427.82 



$88.61 

725.87 

1,063.35 

1,998.46 

1,391.16 

576.27 

336.95 

2,614.86 



$8,795.53 



FOR THE FISCAL YEAR ENDING JUNE 30, 


1921. 




Funds Available. 


Federal. 


State. 


Total. 




$30,323.85 
14,594.55 
18,451.84 


$30,324.00 
14,595 00 
18,451.00 


$60,647.85 




29,189.55 




36,902.84 






Totals 


$63,370.24 


$63,370.00 


$126,740.24 



Expenditures: No data can be given here at the time of compiling this report. Sufficient schools and 
classes have qualified to use all the moneys available. Data for these reimbursements will be found in the next 
biennial report, since the federal fiscal year with which state moneys cooperate does not close until June 30, 1921. 



STATE EDUCATIONAL INSTITUTIONS. 



University of Kansas Lawrence. 

Kansas State Agricultural College Manhattan. 

Kansas State Normal School Emporia. 

State Manual Training Normal School Pittsburg. 

Fort Hays Kansas Normal School Hays. 

School for the Blind Kansas City. 

School for the Deaf Olathe. 

Western University Quindaro. 

Industrial and Educational Institute Topeka. 

Fort Hays Experiment Station Hays. 

Garden City Experiment Station Garden City. 

Colby Experiment Station Colby. 

Tribune Experiment Station Tribune. 

STATE CHARITABLE INSTITUTIONS. 

The seven charitable institutions listed here are, in part, educational, and 
are under the control of the State Board of Administration. 

The expenditures for the two years ending June 30, 1920, are indicated after 
the name of the institution. 



Kansas Rural-School Bulletin. 



79 



Topeka State Hospital $395,528.65 Topeka. 

Osawatomie State Hospital 336,363.08 Osawatomie. 

Lamed State Hospital 77,518.03 Lamed. 

State Hospital for Epileptics 188,339.09 Parsons. 

State Training School 129,569 . 18 Winfield. 

State Sanatorium for Tuberculosis 127,020.84 Norton. 

State Orphans' Home 72,352.81 Atchison. 

Total expenditures $1,326,691 .68 

STATE CORRECTIONAL INSTITUTIONS. 

The correctional institutions are, in part, educational, and are under the 
control of the State Board of Administration. 

The expenses for the two years ending June 30, 1920, are indicated after the 
names. 

State Penitentiary $353,813.28 Lansing. 

Twine Plant 165,296.08 Lansing. 

State Industrial Reformatory 181,812.05 Hutchinson. 

Women's Industrial Farm 37,425 .22 Lansing. 

Boys' Industrial School 102,578.63 Topeka. 

Girls' Industrial School 104,072.76 Beloit. 

Total expenditures $944,998.02 

EXPERIMENT STATIONS. 

Four Experiment Stations have been established, as follows : 

FORT HAYS EXPERIMENT STATION, HAYS. 

The land occupied by this station was part of the Fort Hays military 
reservation, and "is well suited for experimental and demonstration work in 
dry farming, irrigation, forestry, and orchard tests, under conditions of limited 
rainfall and high evaporation." 

This station is supported by state funds and the sale of its products. 

The expenditures from state appropriations for the two years ending June 
30, 1920, were $77,843.00. 

GARDEN CITY EXPERIMENT STATION, GARDEN CITY. 

This station is operated in conjunction with the United States department of 
agriculture. Its purpose is the testing of crops, culture, and rotation for the 
southwestern part of the state. 

The expenditures from state appropriations, for the two years ending June 
30, 1920, were $8,423.16. 

COLBY EXPERIMENT STATION, COLBY. 

The expenditures for this station from state appropriations for the two years 
ending June 30, 1920, were $8,992.74. 

TRIBUNE EXPERIMENT STATION, TRIBUNE. 

The expenditures for this station from state appropriations for the two 
years ending June 30, 1920, were $1,646.94. 



80 State Superintendent of Public Instruction. 

FOR COUNTY SUPERINTENDENTS. 

No school worker in the state is more important than the county superin- 
tendent. County superintendents supervise all the rural schools and the one- 
half million pupils therein. Yet they receive often one-third or one-half less 
salary for twelve months than some of the principals they supervise receive 
for nine. This is plainly an injustice. Hence, I most earnestly suggest a sal- 
ary for this self-sacrificing class of workers commensurate with their impor- 
tance and with the salaries paid city superintendents. 

INCREASING WORK AND EXPENSE IN TPIE OFFICE OF STATE 
SUPERINTENDENT. 

Each year the demand on the State Superintendent's office increases as the 
result of increased school population and added educational activities, yet no 
adequate provision has ever been made to meet these continuously increasing 
expenses. 

The work of caring for the Normal Training examinations has greatly in- 
creased. In 1910, when the first Normal Training examination was given only 
719 took it. In 1919, 3,625 took this examination. In 1920, 3,942 took it. The 
renewal of the thousands of Normal Training certificates each year has in- 
creased the expenses and work in the office until the present help and fund are 
wholly inadequate. 

The certification of teachers has not only had the natural increase coming 
through increase of population, but has been added to as the result of laws re- 
quiring higher educational qualifications and standards for those teaching. 
This has greatly increased the work of correspondence, expense for postage, 
blanks, paper, envelopes, and clerical help, for which no extra funds have been 
provided. 

The number of high schools to be visited has increased each year, thereby 
increasing the expense for visitation and for keeping the records. 

The plan of the rural school visitation work was changed, and during the 
past two years each county has been visited by the rural school supervisors 
and the State Superintendent regardless of whether or not there were standard 
schools to be inspected. This change was made that we might have the oppor- 
tunity of helping the poorest schools to become better schools, if impossible 
for them to become standard schools. But this increased visitation work, extra 
records, and other expenses, have all added to the general expenditures of the 
office. 

The work of preparation and distribution of supplies to the county superin- 
tendents grows each year without a compensating increase of funds to meet 
this larger expense. The preparation and distribution of examination ques- 
tions — bimonthly and diploma questions for the elementary schools, teachers' 
examinations, normal training questions — should have financial support not 
now given. 

Another increasing expense is the flood of questionnaires on all kinds and 
sorts of educational matters. These come from teachers, principals, superin- 
tendents, school officials, not only in Kansas but from many other states, and 
from the Federal Government. All deserve and should receive careful con- 
sideration and attention. Yet the work and time required to collect and ar- 



Kansas Rural-School Bulletin. 81 

range the information desired calls for the time of members of the office force 
who have more than enough to keep them busy several hours beyond the 
regular office hours each day without this extra work. I, myself, each day 
work many hours overtime, and often one or two other members of the De- 
partment find it necessary to work overtime because of the great amount of 
work to be done. 

All this irregular work — the certification duties, and others too numerous to 
mention — has grown to such a magnitude that an additional assistant should 
be provided for the Department. 

SCHOOL SUPPORT. 

Those who vote to tax themselves to the limit to improve their schools 
realize the injustice of the inequality in school taxation. For the year 1919-'20, 
the levies varied from nothing to 42.7 mills, while a general levy of 6 mills 
would have given the schools of Kansas a sum equal to the total amount raised 
by the varied levies. 

Many portions of the state possess unusual advantages on account of in- 
creased local valuations, due to oil, gas, coal, mercantile and manufacturing 
interests, railroads, etc. These localities have, relatively, lower tax rates than 
less favored sections. 

The legislature should take action to equalize school taxation. 

A general levy for school purposes, of one mill on each dollar of valuation, 
would give $3,620,744, a sum nearty seven times the amount of income from 
the state fund, and more than one-seventh of the total expenditures for the 
pubhc schools for 1919-1920. 

The value of such aid to the weak districts in Kansas would be the salva- 
tion of many districts now struggling for mere existence. 

If an equalization of school support could be secured, and with it a more 
rational method of distribution of the state school funds, Kansas would rapidly 
advance in her educational rank among the states. 

The distribution of the income from the present school fund is based on 
the entire school population. A more reasonable basis of distribution would 
be the number in actual school attendance. By this method the help would 
go where the children are in school and where the work is done. 

The Federal Vocational Law should be changed, giving aid to more high 
schools, and placing the supervision and direction of the work under the State 
Superintendent of Public Instruction, the same as other high-school work. 
Money can be saved for the schools if all high-school supervision is handled 
as a unit. 

STATE SCHOOL BOOK COMMISSION. 

Much of the success accomplished in school depends on the text books in 
use. The better the books, the more complete and adaptable they are and 
the more satisfactory their use will prove. No one is quite as competent to 
judge of the books to be used as the one who daily supervises the work, sees 
the books in actual use, and uses them. Therefore, I most earnestly urge such 
a modification of the present law as will place on the commission one city and 
one county superintendent. 

The heads of state institutions should not be members of this commission, 

6 — Instruction — 3737 



82 State Superintendent of Public Instruction. 

for, as a rule, these persons have never had common-school experience as 
teachers and do not use the books this commission selects, and are not suffi- 
ciently familiar with public-school books to intelligently select such books. 

NEEDED LEGISLATION RECOMMENDED. 

1. Increased salary for County Superintendents. 

2. Adequate funds for State Superintendent's office. 

3. A minimum term of eight months. 

4. State aid for rural district schools. 

5. A more equitable distribution of taxes. 

6. More state and county aid for county normal institutes, and credit for 
attendance upon a term of four or six weeks. 

7. An adjustment of high-school laws. 

8. Remove heads of state institutions from School Book Commission and 
place instead one county superintendent and one city superintendent. 

9. Vocational aid for more high schools, placing the supervision and direc- 
tion of the work under the State Superintendent of Public Instruction, the 
same as other high-school work. 

10. Remove the heads of state institutions from the State Board of Educa- 
tion, that persons on the board may not be beneficiaries of Federal funds which 
they apportion, or beneficiaries of other acts of the board ; also that the mem- 
bers of the board may more directly represent the common schools, the high 
schools and the taxpayers, and be held responsible to the people. 

11. A minimum sum for a library in every school district. 

12. A revision of the certificate laws. 

13. Revision of laws for consolidation. 

14. Unified service for the schools of the state. 

15. An adjustment of our laws, that more money may not be spent for 
tobacco and cigarettes, in violation of the state laws and the food and drug 
act, than is spent per child for food, clothing and education. 

16. Standard moral requirements for all persons engaged in educational 
work from kindergarten through the university. 

BUSINESS METHODS AND MORALS NEEDED. 

BOARDS HAVING CONTROL OF SCHOOL INTERESTS. 

Boards having general supervision of educational affairs should be composed 
of successful business persons and taxpayers, who are responsible to the people 
and who should serve without salary, but they should have such paid help as 
is necessary to enable them to do the work. 

A more reasonable and sound public policy would be to see to it that heads 
of state institutions do not serve as members of the State Board of Education 
Persons on the State Board of Education should directly represent the interests 
of the common schools, high schools, the taxpayers and patrons of our com- 
mon schools. 

No one school activity should be emphasized at the expense of another. 
For this reason the heads of state institutions should not be members of any 
boards dealing with the affairs of other schools. 

All the state institutions should be made to serve the needs of all the 



Kansas Rural-School Bulletin. 83 

schools. The common schools should not be dominated in any way by the 
state institutions, either in organization, Course of Study, distribution of 
funds, or otherwise. 

I wish to urge the Legislature to remove the heads of state institutions 
from the State Board of Education, that persons on the board may not be 
beneficiaries of federal funds which they apportion, or beneficiaries of other 
acts of the board; also that the members of the board may more directly 
represent the common schools, the high schools and the taxpayers. 

The State Superintendent of Public Instruction should be made ex officio 
a member of all boards caring for and dealing with educational interests, 
that the provisions of the State Constitution may be carried out. 
■ If such were the case to-day, each branch of educational service would be 
considered as an integral part of the whole, and would share a united, uniform 
effort for the general educational advancement of all educational interests in 
the state. The various cliques, clans, combines and lines of cleavage would 
disappear, and the children, teachers, school boards, and superintendents 
would all secure a more fair and just consideration. The elementary schools, 
— the rural schools — which have never received their just share of funds or 
their proper educational consideration at the hands of our Legislatures, would 
then have an opportunity to receive the same consideration and their just 
share of funds, which in the end would mean united and general educational 
advancement for all educational interests. 

The State Educational Institutions should be required by law to maintain 
the same educational qualifications and moral standards for their faculty 
members as is required by the State for accredited high schools and private 
colleges. The record of their preparation and qualifications should be on file 
for public inspection in the office of the State Superintendent the same as 
are the records of all high school and private college instructors. 

All extension work from the state schools should be so regulated as to 
prevent confusion of purpose and needless expense to the State. 

For instance, at a certain conference I heard speakers from two different 
state schools very earnestly express opposite views and plans for the same 
work. The result was, everyone present saw the inconsistency of their posi- 
tions and the matter under consideration lost support. 

Again, for several speakers from two or more State schools to be sent to 
the same place on the same day to speak on the same subject is a needless 
expense to the taxpayers of the State. 

There is no other business or activity in which quacks and freaks are per- 
mitted to use public funds and practice their dangerous and erroneous theories 
upon an innocent public such as is done upon the innocent youth of our 
schools by those ultra-theorists who are wasting public funds and spreading 
propaganda dangerous to our schools, and at the same time depriving the 
children from securing an education which will enable them to become self- 
respecting, self-supporting, God-loving citizens. 

No sane person would permit his own private funds to be used in any such 
manner as funds for schools and state institutions are used by these ultra- 
theorists. 

The youth are thus robbed of precious time that can never be replaced, 
and the damage done them can never be repaired. 



84 State Superintendent of Public Instruction. 

Lawg should be passed to correct these serious evils and to make it im- 
possible for any person or persons to enter a school system or state institution 
and by impractical theories waste the time of our youth and leave with these 
young people a jumbled notion of things and with dangerous ideas and habits. 

State institutions are severely particular as to standards of entrance but 
are not sufficiently particular as to character and kind of persons they send 
out from their institutions. 

Our laws should be so changed that standard educational and character 
qualifications should be required of all persons instructing or doing other work 
in our State Institutions the same as of those in our public schools, private 
schools, and accredited colleges. 

We cannot hope to have our State Institutions free from quacks, shysters 
and other questionable characters until our laws are so amended as to prevent 
such questionable characters and those who were failures in public schools 
finding shelter in our State institutions. 

The constitution of our State specified that, "The Legislature shall en- 
courage the promotion of moral education." 

Lax moral conditions should not be tolerated in our State institutions. Both 
faculty members and students should be held to the highest moral standards. 

Tobacco and cigarettes are the greatest immoral agents among our young 
people to-day. 

I earnestly urge an adjustment of our laws, to the end that our small chil- 
dren and those in our public schools and state institutions may be protected 
from the evils of tobacco and cigarettes. 

CONCLUSION. 

The schools of Kansas should receive the most careful consideration, since 
the character, intelligence and ability of the next generation depend on the 
teachings of this generation. I therefore present these suggestions to the 
Legislature with the hope that no effort will be spared to improve the schools 
of Kansas. 

RUSSELL SAGE FOUNDATION REPORT. 



Kansas ranks twenty-seventh in the Russell Sage Foundation report of the 
states. 

The method of gathering the data is the same for all states. 
This report is based on ten different measurements, as follows: 

1. Per cent of school population attending school daily, including all children 

of school age (5 to 18 years) . 

2. Average days attended by each child of school age. 

On the basis of 200 days for a full year. 

3. Average number of days schools were kept open. 

On basis of 200 days for a year. 

4. Per cent that high-school attendance was of total attendance. 

On basis of one-half as many days high-school attendance as grade at- 
tendance, because of eight years in grades and four years in high school. 



Kansas Rural-School Bulletin. 



85 



5. Per cent that boys were of girls in high schools. 
On basis of an equal number. 

6. Average annual expenditure per child attending. 
On basis of $100 for each. 



Average annual expenditure per child of school age. 
On basis of $100 for each. 

Average annual expenditure per teacher employed. 
On basis of $200 per month. 



9. Expenditure per pupil for i)uri)oses other than teachers' salaries. 
On basis of $50 more. 

10. Expenditure per teacher for salaries, $1,200 per year. 




Boys at the Industrial and Educational Institute, Topeka, building a chicken house. 



FIFTY-FIVE YEARS OF FAITHFUL SERVICE. 

W. H. Stewart was born and educated in Ohio. He enlisted in Co. D, 172 
Ohio Infantry, and served the term of his enlistment. After returning from 
service in the Civil War, he spent two years in school preparing for teaching. 
He began his first term of school in Upper Craborchard District, Londendary 
Township, Guernsey County, Ohio, December 10, 1866, where he taught two 
years. 

In the spring of 1868 he went west to grow up with the countrj^ settled in 
Atchison County, Kansas, and spent twenty years teaching in that county. 
Here he met and associated with such noble pioneer teachers as T. F. Cook 
and W. H. Tucker, Ex-County Superintendents, Rev. Z. S. Hastings, and 
Silas D. Warner, all of whom taught in the seventies and still live to enjoy an 
annual reunion of former patrons and pupils and old teachers. 

After teaching in Atchison County twenty years, he moved to Salina, Sa- 
line County, where he continued teaching, always preferring the rural schools, 
although he has taught in graded schools and in high school. He served four 



86 



State Superintendent of Public Instruction. 



years on the examining board in Atchison County and five years in Saline 
County prior to being elected County Superintendent in Saline county in 
1914. There he served six years, and at the close of the sixth year was ap- 
pointed by the county commissioners to serve two months longer to fill out 
the time until the County Superintendent-elect could take the office. 




Supt. W. H. Stewart, Salina. 

Thus he has served as teacher and superintendent fifty-five years, besides 
serving as Sabbath school superintendent, township trustee, national census 
enumerator, clerk in the state senate, and in many other offices of useful- 
ness to his community. 



FIFTY YEARS OF FAITHFUL SERVICE. 

It is our pleasure to present the record of Prof. J. W. Howes, of Wilson, 
Ellsworth County, Kansas. 

Mr. Howes graduated at Cambridge, England, in 1870. He taught a short 
time in England and then came to America, settling in Kansas. Here he 
began teaching in 1873, and without once being late or having to dismiss 
school because of illness, has taught continuously ever since. His work in 
Kansas has been within four counties — Ellsworth, Russell, Lincoln, and Bar- 
ton. He spent 19 years in three different schools, ten of which were in East 
School, District No. 10, near Wilson, Ellsworth County, Kansas. 

He made this school a model school, with concrete walks, neat, well-kept 
buildings, playground equipment, a fine flag, a district — 

"Whose children eagerly raise the flag on high 
To float on the breeze and attract passers-by." 



Kansas Rural-School Bulletin. 



87 



The interior of the building is equally well equipped, with pictures, organ, 
phonograph, library, and other evidences of a progressive school. 

At the golden anniversary held at Wilson for Mr. Howes, in October, 1920, 
the entire community joined in showing its appreciation of his untiring efiforta 
in behalf of the two generations of boys and girls so largely influenced by 
him. 




Prof. J. W. Howes, Wilson, Kan. 



KINDNESS AND THE CITY. 

He played the friend one happy morning when 

A stranger chanced to pass along his way. 

The mood was on him to be kind that day, 
And what he did seemed oh, so trifling then : 
A cheerful world — the easiest gift of men — 

A helping hand for which there is no pay, . 

But all it means no words can ever say. 
Both these he gave and went his way again. 
Then he forgot the stranger and his need. 

Nor knew that he had helped his city's fame; 
He could not guess that thousands shared his deed, 

Yet at the mention of his city's name 
One man there is who rises to declare : 
"The finest man I've ever met lives there." 

— Edgar A. Guest. 



READING CIRCLE BOOKS, 1922-1923. 

The following list of fifty-one choice titles, well-graded, durably bound, 
moderate in price, for vise as aids in common-school branches and in literature 
and general reading, were adopted by the Reading Circle Board for use in both 
rural and graded schools, for the school year beginning September, 1922. Trans- 
portation prepaid on all orders amounting to $10 or more. Address all in- 
quiries and orders for these books to The Depository, Kansas Book Company, 
629 QuiNCY Street, Topeka, Kan. The State Superintendent strongly urges 
every district to purchase at least a few of these books and suggests that if 
possible it will be well to add the entire list to the school district library. 

PRKVIARY GRADES. 

List Net 

No. Title. Author. price. 

1 Kittens and Cats Grover $0.67 

2 More Mother Goose Stries Bigham 68 

3 Happy Hour Stories Sylvester and Peter 55 

4 Peter and Polly in Winter Lucia 55 

5 Peter and Polly in Summer Lucia 55 

6 Peter and Polly in Spring Lucia 55 

7 Peter and Polly in Autunm Lucia 55 

8 Playtime Stories Dunlap and Jones 55 

9 The Brownies and the Goblins Banta 52 

10 The Adventures of Reddy Fox Burgess 47 

11 The Cotton Tails in Toyland Nida 52 

12 Wa-hee-nee Wilson 1.06 

13 AB the Cave Man Nida 48 

14 Going to School in Animal Land Covvles 48 

15 The Puritan Twins Perkins 66 

INTERMEDIATE GR.ADES. 

16 Burgess Animal Book Burgess $2 . 00 

17 Adventures of Johnny Chiirk Burgess 47 

18 Trouble-the-House Jordan 1.27 

19 Lightfoot the Deer Burgess 1.17 

20 Prince and Rover Orton 77 

21 Famous Dogs in Fiction McSpadden 1.17 

22 Doctor Doolittle Lofting 1.45 

23 Log Cabin Days Blaisdell 80 

24 Other Soldiers Sanford and Owen 70 

25 The Circus Comes to Town Mitchell 1 . 17 

26 Around the Wigwam Fire Cornyn 1 . 00 

27 The Children's Bird Friends Parker 48 

28 A Treasury of Myths McFee 60 

29 A Treasury of Flower Stories McFee 60 

30 The Little Green Door Meyer 1.17 

GRAMMAR GRADES. 

31 Secrets of the Earth Fraser $1 . 17 

32 American Inventions McFee 1 . 17 

33 The Liberty Reader Sheridan 95 

34 Boone of the Wilderness Henderson 1.25 

35 Hero Tales of Ireland Curtin 1.33 

36 Steve and the Steam Engine Bassett 1-00 

37 Great Cities of the United States Southworth and Kramer 80 

38 Campfire and Trail Ford 1 . 00 

39 Carpenter's Europe Carpenter 90 

40 Carpenter's South America Carpenter 90 

41 Heroes of Progress Tappan 66 

42 Work-a-Day Heroes Fraser 1.17 

43 Then Came Caroline Richards 1.17 

44 Totem of Black Hawk McNeil 1 . 40 

45 The Short Constitution Wade and Russell 85 

46 Children's Literature Curry Clippinger 2.95 

47 When You Write a Letter Clark 95 

48 A Treasury of Play for Children Moses 2 . 00 

49 Round Robin Brown 1-40 

50 Pemrose Long, Camp Fire Girl Hornibrook 1-17 

61 Bible, large type, indexed 1-44 

TEACHERS' READING CIRCLE BOOKS FOR 1922-1923. 

— Davis', The Technique of Teaching $1.25 

— Winship's, Danger Signals for Teachers 1 . 10 

We are informed by The Merriam Company. Springfield, Mass., that after June ■<?0, 1922, 
the price of the Webster's New International "Dictionary, buff buckram, indexed edition, will 
be $16. The present price is $10.80. Teachers and school boards should be notified of this fact. 

Order all these books direct from The Depository, enclosing cash. 



PRICE LIST OF SCHOOL BOOKS. 

July 1, 1922. 



PUBLISHED AT THE STATE PRINTING PLANT. 

Price to Retail 

dealers, price. 

Basic Vocabulary Reading Chart $1 . 19 $1 .37 

Wooster Arithmetic— Book I 20 .23 

Wooster Arithmetic— Book II 25 .29 

American History Note Book 61 .70 

Kansas History 31 .36 

Elementary History, Mace 63 .73 

Foster's A History of the United States 60 .69 

Civics, Davis and McClure * * 

Kansas Primer 19 .22 

Kansas First Reader ; 30 .35 

Kansas Second Reader .31 .36 

Kansas Third Reader 29 .33 

Kansas Fourth Reader 31 .36 

Kansas Fifth Reader 34 .39 

Elementary Arithmetic, Morey 34 .39 

Advanced Arithmetic, Morey 44 .51 

English Lessons — Book 1 30 .35 

English Lessons — Book II .36 .41 

Kansas Speller 20 .23 

Agriculture 38 .44 

Writing Book I .* 09 .11 

Writing Book II 09 .11 

Writing Book III 09 .11 

Writing Book IV : 09 .11 

Writing Book V 09 .11 

Writing Book VI 09 .11 

Writing Book VII 09 .11 

Primary Physiology, Hygiene, and Sanitation 28 .32 

Advanced Physiology 44 .51 

Kansas Classic Series, 5th Grade 31 .36 

Kansas Classic Series, 6th Grade 31 .36 

Kansas Classic Series, 7th Grade • • -31 .36 

Kansas Classic Series, 8th Grade 31 .36 

Geography, Book I 80 .92 

Geography, Book II 1-35 1 . 55 

Pads of Writing Paper, per doz 60 .72 

Progressive Music Series: 

Primer * 

Book I * * 

Book II * * 

Book III * * 

Book IV * * 

One-Book Course 

Plane and Solid Geometry, Ford-Ammerman 65 .75 

Written and Spoken English, Clippinger * * 

First Course in Algebra, Ford-Ammerman * ^ 

Second Course in Algebra, Ford-Ammerman 

These books are sold by the State School Book Commission to school-book 
dealers and district clerks at "Price to Dealers," transportation prepaid.^ Ad- 
dress orders to J. H. Mcllhenny, Secretary State School Book Commission, 
Topeka, Kansas. 

* Inquire of School Book Commission for prices. 



LIBRARY OF CONGRESS 



021 731 459 8 



Educational Ethics 

Our educational ethics should carry a spirit of sym- 
pathy, humane fellowship, honesty, square dealing, 
and a straightforwardness of which no person could 
have doubt. 

Our faces should shine with the smile of cheerfulness 
and love for children. 

We should honor our vocation and be grateful that 
it gives us an opportunity to serve. 

Our vocation affords the greatest opportunity of all, 
and we should be happy to serve in the highest calling 
known to man — the calling of the teacher. 

We must realize that success is founded on intelli- 
gence, industry, justice and morality. 

We should make sure that those who know us, those 
who work with us, are benefited and happier for having 
known us or worked with us. 

We should use our best endeavors to elevate our vo- 
cation. We should so conduct cur lives and affairs 
that others may wish to emulate C'Ur example. 

We must understand that one cannot live alone or 
for himself alone. 

As educational workers we should strive to improve 
ourselves, to increase our efficiency, and to enlarge our 
service and by so doing show our good faith in the 
great work of aiding mankind — training for future 
service. 

Advancement should be the goal, and we should deal 
generously with our coworkers. 

Our daily living example should be such as could be 
followed with benefit by all. 

The results of our educational work will not pass 
away with our lives, but will live on forever and ever, 
and we should make sure that our work is all for bet- 
terment; 

We must remember he who profits most is he who 
serves best. 

— Lorraine Elizabeth Wooster. 



